Running head: JMBD SCHOOL DISTRICT - CTP

JMBD School District

Collaborative Technology Plan
Betty Berger, Julia Champion, Marquis Flemings, Daasha Thornton
EDUC 638 B02
Dr. Vonda Beavers
June 26, 2015

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Collaborative Technology Plan

Parents, teachers, administrators, and community leaders of the JMBD School District have
determined that the students of our community need to be prepared for the increased use of
technology in the workforce. In an effort to provide students with these opportunities, a
committee will be formed to decide which technology needs to be purchased, implemented, and
installed for the school year 2015-2016. The committee is charged to choose the best resources
available so that teachers can effectively integrate the technology into all curriculums. Also, the
committee will be tasked with developing professional development to train all teachers and
administrators in the middle schools and the high school in the use of the chosen technology.
Our goal is to train our students to use technology responsibly.

Committee Members
Superintendent- The superintendent has insights about all of the schools and the various needs at each site
in the district. The superintendent also directly has a say in the budgeting and distribution of resources at
the district level. Since the superintendent oversees the decisions for the district, it is important that the
superintendent is actively involved and aware all technological programs and initiatives that will be used
throughout the district.

Director of Media Services - The Director of Media Services is an important reference when various
concerns about copyright and other media sources are brought up throughout the district. The Director of
Media Services can provide advice about the correct use of various media resources and how to use these
resources in ways that benefit the students and staff at the different school sites in the district. The
Director of Media Services would be able to guide staff at the various levels of education by knowing age
appropriate resources to incorporate into lessons and activities that promote 21st century learning.

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Director of Accountability Services -- The Director of Accountability Services is responsible of

interpreting the data to analyze student growth. This person would provide feedback on school
performance to guide the committee on decisions about the implementation of technology.

Director of Information Technology Planning and Operations - The Director of Informational Technology
Planning and Operations directly impacts the implementation of the technology resources throughout the
district. This person would know the different technology resources that are available and how to
correctly use the materials. The Director of Information Technology Planning and Operations would
oversee the work orders to fix various issues that arise with technology to ensure the resources are fully
functioning at the most effective level to promote maximum learning. This person would also be able to
advise the committee on new resources as they come available and how the resources could impact
student learning. The Director of Information Technology Planning and Operations would also provide
professional development opportunities to staff in order for the technology to be used in the most
effective ways.

Middle and High School Teachers - Middle and High School Teachers on the committee would represent
the voice of the staff at the schools throughout the district. Since they are directly implementing the
technology in the classroom, they need to be able to provide their opinions about which technology
resources are preferences among the staff and students. They can also provide insight about what
technology resources are used the most and which resources show the most benefits for students in
various classes.

Parent Teacher Association Representatives (Middle and High school parents) - Middle and High school
parents serving on the Parent Teacher Association (PTA) would serve as the voice of the parents of the
schools. They would offer feedback and insights into the technology that was being used at home to

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complete assignments as well as provide a picture of what technology is available in the homes of
students which could assist teachers in determining assignments for students to complete at home. Parents
could also provide input on the technology that is being used within the schools. For example, PTA
representatives could share the opinion of parents in regards to their feelings about whether the
technology is meeting the needs of the students.

Mission:
JMBD Technology Committee is committed to search for the best resources for assisting in the school
district to reaching its educational goals. This committee understands that the goals of educators are to
educate and prepare students for jobs of tomorrow, as well as to grow and create new career opportunities.
Considering the rapid growth of technology, this committee will actively look for ways to implement
technology in the school districts curriculums.

Vision:
As the students of JMBD school district enter the workforce in the third decade of the 21

st

century, parents, educators, administrators, community leaders, and business leaders desire to
have all students prepared for the workforce. Our vision is to place technology into the hands of
all students and teach them to use technology as responsible digital citizens. Our hope is to
decrease the digital divide that exists.
Value Statements:
JMBD is pursuing the initiative based on the following value statements with the belief that all students
can learn to be responsible digital citizens derived from teacher, parents student surveys conducted by

the incoming Board of trustees in the 2014-2015 What do you think? initiative.

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1. All students can learn to be responsible digital citizens.

2. Every student deserves our best effort.
3. Teachers are vested in exploring best practices in the use of educational technology
4. JMBD is dedicated to closing the digital divide gap, so that all children can learn
5. JMBD is a community of interactive support.
Goals for 2015-2016
Goal #1
To ensure that all students are well-trained in the responsible use of technology by putting
technology into the hands of all students, mobile devices will be issued to all students in grades
6-12 for the school year 2015-2016. Broadband and Wi-Fi will be evaluated to support the use
of the additional mobile devices. After the evaluation, the equipment at the two middle schools
and high schools will be updated for the school year 2015-2016.
Committee members will research and decide on the most effective mobile device to be
purchased for the students.
Strategies to support Goal #1

1)

The technology committee will research and compare features of mobile devices. Selection

of a mobile device will be finalized before determining what infrastructure is needed to support
the devices.

2)

Hardware and software will be evaluated as to effectiveness and compatibility with the

mobile device chosen. Upgrades will be made. On-going maintenance costs will be estimated to
support all hardware and software. The State Educational Technology Directors Association

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(SETDA) recommends schools have a minimum of 1 Mbps per student.1 Mbps of connectivity
would enable a single student to stream a 10-minute high definition video A gigabit of data
transfer is the ConnectED goal for a school to achieve by 2018. (Future Ready Schools, 2015).
In light of this recommendation, the JMBD school district will upgrade to 1 Mbps per student.
3) Technology resource personnel will be hired per school to support the implementation of the
technology into the curriculum. A central help desk will be developed with the appropriate
personnel and training. In accordance with the vision to provide access to the Internet for all
students, the help desk personnel and classroom teacher will be tasked with accommodating
those students who do not have access to the Internet after school.
21st Century Learning Skills
The move to a 1:1 mobile device learning environment is made with the belief that the mobile
device will enhance and support collaborative learning, communication, critical thinking skills,
and problem-solving ability. Students also need to develop the ability to learn anywhere and
anytime. Making learning ubiquitous requires a mobile device and our school district believes
this will serve our students well before they enter the job market. Technology makes blended
learning environments possible. In a blended learning environment, students are able to receive
online instruction and then work collaboratively to discuss what was learned online and work on
problem-solving skills through different activities. The skill that is learned is the ability to learn
through online tutorials supported by the 1:1 mobile learning device initiative.
Rationale Including Research to Support Goal #1
Mobile devices allow students to learn anywhere and anytime. A survey of 500 college-aged
students revealed that 90% of these students indicated that they save time when they study
technology such as mobile devices, digital textbooks, eReaders, and tablets. The survey further

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showed that 98% of the students use their mobile device for school (Keene, 2014). By
implementing a 1:1 mobile device initiative, JMBD school district will be providing students
with the opportunity to learn anywhere and anytime which will prepare them for college and
beyond.
Equally as important as collaborative learning and critical thinking skills is the ability to be a
self-directed learner. Salman Khan has contributed to the flipped classroom movement for math
and science by providing instructional videos. His philosophy is to help students find their
motivation for learning so that they will become self-directed learners. His view of many
schools is that they spoon-feed their students which causes them to struggle in college (Keene,
2014). As a result of schools spoon-feeding their students, the students are then faced with
having to develop this skill of self-directed learning in college.
Expected Outcomes in Terms of Student Learning
Over the past 8 years, students from the University of Leeds Medical School have been loaned
mobile devices and smartphones and been given access to mobile-based resources to assist them
with learning and assessments as part of clinical activity in placement settings. Our experiences
lead us to suggest that educators should be focusing less on whether mobile learning should be
implemented and more on developing mobile learning in curricula that is comprehensive,
sustainable, meaningful and compulsory, in order to prepare students for accessing and using
such resources in their working lives. (Fuller & Joynes, 2015, p. 153)
With such wide spread use of mobile technology, our school district has decided to harness the
energy of mobile technology by initiating a 1:1 program with the expected outcome that students
will be more engaged. According to Fuller & Joynes, 2015, using mobile technology is growing
in higher education. They continue by stating that since mobile learning continues to increase,
educators should be developing curricula to prepare students to use mobile resources in the
workforce.

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Given the above prediction, JMBD school district will be implementing a 1:1 mobile initiative to
expose student to resources through mobile learning. The expected outcome from this initiative
is increased student learning and preparation for the workforce.
Goal #2
Students will participate in application based learning where they will achieve increased
interaction with peers by solving real world problems in all subjects, by participating in
collaborative activities and demonstrating critical thinking through problem solving activities.
Technology i.e. the iPad will be used to encourage and support application based learning and
GoogleDocs will increase collaborative learning. This will positively impact the students
academic achievement, as students will be able to demonstrate understanding of content by
creating original pieces of work that exhibit learning objective and goals. Teachers will also
benefit as they too can interact and be active by offering feedback on collaborative projects.
Students will articulate their understanding of how technology use shapes perceptions, and has
been socialized into the emerging ethical standards that should shape their practices as
participants in online communities i.e. blogging, tweeting etc. The overall impact on student
achievement is that students will now be more reflective about the ethical choices they make as
participants and communicators and the impact using technology has on them and how they use
it impacts others.
Strategies to Support goal #2
1. Teachers will participate in professional development
2. Teachers will be given opportunities to gain an understanding of resources available for
student centered instruction.

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3. Teachers will include real life application in 100% of the lessons taught.

4. Students will connect application through activities presented in the lesson.

5. Teachers will integrate opportunities for students to collaborate in ways such as using
GoogleDocs for collaborative projects or creating a Prezi or iMovie. Other apps that
can increase student creativity and collaboration will be used for students to demonstrate
an understanding of learning objectives and goals.
6. Students will demonstrate critical thinking with the opportunity to create presentations
that exhibit the students thought process and understanding.
Students will be given the opportunity to participate in hands-on learning experiences with
technology through small group instruction and learning stations in all subjects
21st Century Learning Skills Addressed

Collaboration: Students will have opportunities in each lesson.

To collaborate with peers to develop original works that will demonstrate a collaborative
effort in learning.

Communication: Students will communicate within lessons to express understanding and

higher order thinking.

Creativity: Students will have the opportunity to individually and within groups to create
presentations, videos, and other artifacts that demonstrate personal contributions to
understanding.

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Critical thinking: Students will gather, evaluate, and synthesize information which they
will demonstrate higher order thinking skills.

Skills addressed

1. Collaboration: Students will collaborate with peers to develop original works that will
demonstrate a collaborative effort.
2. Communication: Students will communicate within lessons to express understanding and
higher order thinking.
3. Creativity: Students will have the opportunity to individually and within groups to create
presentations, videos, and other artifacts that demonstrate personal contributions to
understanding.
4.

Critical thinking: Students will gather, evaluate, and synthesize information which they

will demonstrate higher order thinking skills

Rationale Including Research to Support Goal #2

As Sheninger (2014) highlighted, when students have the opportunity to exhibit real
world application through technology, learning experiences in school becomes more
relevant and significant. Students will actively participate in identifying real life
connections in all subjects by researching, evaluating, and demonstrating an
understanding through original works with the use of the technology on the iPad.

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As Finn and Horn (2013) recognized, student achievement can improve as instruction
with technology can be individualized to meet the needs of students which will increase
engagement. Teachers will have the opportunity to meet the needs of individual students
with the programs that will be available on the iPad. For example, math teachers will
assign activities that are grade level appropriate for the each student. Student academic
growth will be assessed through data collection of student achievement three times a year
through interim assessments. This data will support or challenge the instruction to meet
the needs of each student. Differentiation in the classroom will occur through
individualized activities that will provide learning experiences for all learning styles.

As Devlin, Feldhaus, and Bentrem (2013) highlighted, the use of technology in the
classroom has increased student learning and educational outcomes, and with the many
levels of accountability for teachers, it is essential that the tools in the classroom support
student growth that is expected. The 1:1 program will enhance learning experiences in
the class by increasing opportunities for student collaboration, communication, creativity,
and problem solving. All students will have the opportunity to participate in engaging
activities that will demonstrate student learning.

Expected Outcomes in Terms of Student Learning

1. Students will have increase academic achievement that will be identified through
assessment of student performance.

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2. Students will be engaged in learning through the opportunity to individually participate in

creating original pieces of work such as presentations, surveys, slide shows, and graphic
visuals.
3. Students will use digital tools to research and evaluate information which they will use to
create works that demonstrate an understanding and critical thinking.
Students will participate in critical thinking activities where they will have the opportunity to
communicate and collaborate with peers in the learning environment.
Evaluation Measures
The 1:1 program will be a community effort between educational leaders, teachers, stakeholders,
parents, and students. However, several significant individuals will have impactful
responsibilities that will contribute to the success of the program. Below is a list of job titles of
persons responsible and their outlined responsibilities:

Parent Organization Representatives will provide feedback and communication regarding

the implementation of the program.

ASB Student Representative (1 per Middle and High school): gather information and
feedback on student perception of program; identify areas where educators can support
students with technology and presenting information.

Superintendent: Publically represent the program and meet with stakeholders to

communicate growth, success, and challenges of the program, meet with principals and
local personnel to develop goals, objectives, and identify needs of the program

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Assistant Superintendent of Educational Services: ensures that program is reaching the

academic goals by gathering data that shows student performance

Assistant Superintendent of Special Education will follow up with consistency of

technology goals for department.

District Technology Director will Integrate 1:1 program for a smooth transition, supports
all staff and student with technological circumstances,

develops a secure network for students and staff

Site Technology Director will provide technology support and assistance to teachers and
students.

Assistant to Site Technology Director will work with challenges that teachers and
students face in the learning environment.

Academic Dean will ensure technology needs at school are addressed in a timely manner,
develops curricular areas to integrate technology to promote academic growth

Site-based Teacher Representative will facilitate questions and concerns to the district's
personnel, offers supports to teachers for technology challenges and strengths.

Classroom Teachers will provide instruction with integration of technology and basic support to
technology issues in the classroom.

SMART Goal #3

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Within three years of implementation of the technology plan, 100 percent of all students in
grades 6-12 will have 1:1 access to technology in the form of either a tablet or laptop computer.
These tablets or laptop computers would be used to increase student performance by 5% on the
state standardized tests over the course of the plan. Students will have immediate access to
information and gain feedback on their performance to promote growth.

Strategies to Support Goal #3

1. Year one begins implementation with both middle schools and the high school.
2. Teachers will attend professional development on the use of educational technology
resources such as GoogleDocs, GoogleClassroom, Discovery Education, Flipped
Classroom, etc.
3. Students in the high school will have access to technology classes that will prepare them
to be career and college ready through the use of technology.

21st Century Learning Skills Addressed

Collaboration- technology opens up opportunities for students/teachers to collaborate on various
assignments and projects more efficiently through immediate access to feedback
Communication- technology provides multiple means of communication between students and teachers
such as through email, video conferences, twitter, etc.
Critical Thinking- students will be more in control of their own learning.

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Rationale Including Research to Support Goal #3

One of the most substantial increases in academic achievement due to the use of 1:1 technology
have been in the area of writing skills. Other studies have shown improvements in literacy skills. The
impact 1:1 has on math and science is a little more limited in achievement research results. Research has
shown that there is improvement in standardized test scores in the area of science while there are no
significant findings in the area of math. There have been studies that have found that access to technology
can enhance science achievement in both middle and high school students (Saunders and McLeod, 2012).
Access to technology also offers students who have confidence problems a way to answer
questions in a non-threatening manner. Having access to 1:1 technology would allow these students to
participate anonymously (Fletcher, 2013). One such example would be using a device called a clicker
which is similar to a remote control. Professor Ross Cheit of Brown University asks his class questions
that they are able to answer using the handheld wireless device. The student answers are then displayed
within 90 seconds (Zuckerman, 2005). This type of environment is non-threatening and teachers would
have access to see which students are participating and which are not. Having 1:1 programs allows
teachers to mold their lesson plans to fit the needs of the students by seeing what they know and do not
know in real time vs the traditional paper/pencil method (Fletcher, 2013).
In todays society, it is hard to find a job that does not require some technological skills. Students
need to know how to operate a computer, and having access to computers in schools provides students
with the foundation that they will need in order to function in the rapidly evolving digital society. It is
essential that all students become familiar with technology because it is now driving changes in education
(Scott, 2010).

Expected Outcomes in Terms of Student Learning

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The Director of Accountability Services will be responsible for providing the data to show
student growth on the state standardized tests. This data would be analyzed to see trends in
growth in the various grades and subjects to impact better implementation of the technology.

Evaluation Measures
The Director of Accountability Services will be responsible for providing the data to show
student growth on the state standardized tests. This data would be analyzed to see trends in
growth in the various grades and subjects to impact better implementation of the technology.
Professional Development Plan
Teachers will attend professional development for the use of educational technology resources such as
GoogleDocs, GoogleClassroom, Discovery Education, and the Flipped Classroom, etc. This would
take place in the form of workshops, webinars, video conferencing, PLCs, in house workshops, etc.

Teachers would be required to attend at least 2 technology professional development workshops

a year during the three years of the plan for a total of six workshops. On site teacher or
administrative mentors will be utilized to provide ongoing support in implementing the new
technology resources.
Timeline for Implementation of Each Goal/Strategy
Year one begin implementation with both middle schools and the high school.

SMART Goal #4

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Technology is an important part of education. JMBD School District efforts are to promote
learning and expand educational resources for students. This school district provides a variety of
technology resources for students and educators. All administrators, educators, staff, students,
and other stakeholders in JMBD School District are expected to be familiar with and follow the
expectations and requirements of this school districts social media and technology policies. The
purpose of these policies is to ensure that people are aware of the responsibilities regarding
equipment, internet, and technology use. Also, these policies ensure the safety and privacy of all
who come in use these services that are provided.
Strategies to Support Goal #4

Address legal requirements

Address social media usage

Address personal devices within the school district

21 Century Learning Skills Addressed (Collaboration, Communication, Creativity, and/or

st

Critical Thinking)
I.

Legal Requirements
A. JMBD is devoted to complying with information security requirements
and standards set by the state and federal governments. These
requirements include, but do not exclude the following:
1. Childrens Internet Protection Act (CIPA)
2. Childrens Online Privacy Protection Act (COPPA)
3. Family Education Right And Privacy Act (FERPA)
4. Health Insurance Portability and Accountability Act (HIPPA)
5. Individual with Disability Education Act (IDEA)
6. Protecting Children in the 21st Century Act
B. In compliance with CIPA, COPPA, and Protecting Children in the 21st
Century Act the district will use technological software and devices
designed to filter, monitor, and block the use of any district devices with

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internet access to retrieve any obscene, child pornography, or any content

that is harmful to minors. Educators and staff may request for filters to be
temporarily disabled for their device for valid educational research
II.

purposes or other lawful purposes.

Personal Use
A. The district will monitor e-mail, phone, social media and other internet
activities. Employees and students with email accounts should not expect
that emails, even those accessed by a personal ID, are private or
confidential.
B. Each district e-mail user is responsible for all content that he or she sends
over the internet or district system.
C. E-mails are considered public records.

III.

Social Networking Media

A. Social media is defined as any form of online publication or presence that
allows interactive communication, including, but not limited to, social
networks, blogs, Internet websites, Internet forums, and wikis. Examples
of social media include, but are not limited to, Facebook, Twitter,
YouTube, Google+, and Flickr
B. Educators should exercise caution, sound judgment, and common sense
when using social networking media.
C. Employee personal blogging or social networking media access is
prohibited during school hours.
D. No student pictures (video or still), audio clips, or original student work
will be published without permission from students parent/legal guardian.

IV.

Personal Devices
A. Person Devices are permitted for students and employees. These include:
1. Laptops
2. Tablets

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3. Pods/MP3 Players
4. Cell Phones
a. The district holds no responsibility for damage or loss of
personal devices.
b. All personal devices fall under all the guidelines and
policies of the district devices.
V.

VI.

Prohibited Uses
A. The use of technology resources for commercial use.
B. The use of obscene, bullying, profane, disrespect, or gang related activity.
C. Destroying or tampering with hardware equipment or software.
D. The using of technology to hack into restricted places.
E. Violating any state or federal regulation policies.
Consequences
A. All employees who violate this administrative rule may be subject to
discipline, including up to termination. All employees are responsible for
reporting known misconduct or misuse of district policies. Incidents
should be reported to an employee's supervisor and directly to the district
technology department. Any suspected criminal activity must be
immediately reported to the school board and law enforcement.
1. Students who violate these policies may be subject to disciplinary
actions.
2. If the actions are in criminal in nature then it will immediately be
reported to law enforcement.
3.

Rationale Including Research to Support Goal #4

Technology has become a major part of everyday classroom instruction. In the late 1990s the
internet began to quickly grow in popularity. During this time there were no governmental
regulations. This meant that people could use internet in any kind of way for public use and
personal use. Schools and public libraries are mandated by the federal government to protect

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students against certain content on the Internet and protect students personal information. These
mandates are the Childrens Internet Protection Act (CIPA) and the Childrens Online Privacy
Protection Act (COPPA). Both acts are enforced by the Federal Communication Commission
(FCC).
By creating a technology policies and procedures manual, it ensure that legal and ethical issues
and expectations are clear to all how are using them (Mullen, 2014). The expectations should be
clear and identify what will happen if these expectations are not met.
Expected Outcomes in Terms of Student Learning / Achievement

Students will learn how to use technology and social media in an appropriate manner. Also,
students and teachers will know the expectations of the school district.
Evaluation Measures
This will be evaluated by the number of incidents that occur within a single school year by the
Director of Accountability Services.

Professional Development Plan for Each Goal / Strategy

Teachers will be mandated to attend a professional development on the usage of technology in
the classroom. This professional development can be through webinars, video conferencing, or
in the traditional setting.
Timeline for Implementation of Each Goal / Strategy

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The goal will be implemented within the first year. All teachers and students will be given a
technology policy and procedure manual and will have to sign off that they received the manual.
Itemized Budget for Each Goal / Strategy
The technology fee will fund teacher and student apps, digital citizenship, and professional
development opportunities related to technology in both the middle and high school classrooms.
Unit (Per Item) Cost: (Student technology fee $25.71 per student.)
7400 students @ $25.71027 (to be exact)
Total Cost of Classroom Applications and for professional development training on the devices.
= $190,250.00.

JMBD School District Technology Budget

Item
Location
6
Middle

Qty
.
2

Technology Budget
Description
File Server Upgrade Pilot Program
XServe
2x1.33G/1.5G/3x180G/Combo/17/K/M/Ac/OS
XM

Cost
Total
$6,486
$12,972

Rationale
Begins the file
server
replacement
cycle to
(included is
the wireless
access points,
switches and
modules,
cabling
materials, and
the
installation of
basic
networking
system in
Goal 1)

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Schools

Wireless Laptop Cart

24

Gateway computers

High

36

Speakers and head sets

Intel PRO Wireless 2011b Access Point

Hewlett Packard LaserJet 2300n

Infocus LP 240 Computer Projector

Library Computer Upgrade

8 South
campus

High

16

E-4100
P4/2.4G/256M/80G/Combo/4B/XPP/17"/SS/O
M

Gateway 400Eb PM/2.2G/256M/40G/Combo/F/XPP/N/M/W

Business Computer Lab Replacement

9 South
Campus

21

E-4100
P4/2.4G/256M/80G/Combo/4B/XPP/17"/SS/O
M

22
Subtotal Improve
:
system
$12,972 compatibility
& reliability.
24 laptops
$1,564
with wireless
$37,536 capability, ,
$56 Provides
$1,999
speakers and
headsets for
24 computers
access point,
$379
laser printer
$379
and computer
projector for
$904
library and
$904
departmental
use
for class
$1,335
lessons that
$1,335
integrate
technology
Subtotal with the
:
curriculum,
$42,153 particularly in
math.
Upgrades
$1,131
library
$18,096 computers for
student
and teacher
$1,564
access to
$1,564
online
research,
Subtotal including a
:
laptop for
$19,660 school-wide
use.
Upgrades a
$1,131
computer lab
$23,751 facility used

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High

Display Devices

10 South
Campus

34" NetTV Multimedia Monitor

High

Infocus LP240 SVGA Projector w/2-Year

Warranty

Ceiling Mount LP-240 #INF-CEIL-004

Adjustable Suspension Adapter #INF-LTMTEXTP

25' SVGA Cable, RCA AV Cable, and Splitter

Laptop Computer Enhancement

11
middle
south
School

Tablets

25

Chrome Books/ covers

Flash Drives

23
to
Subtotal teach business
:
computer
$23,751 elective
courses.
Provides a
$1,125
NetTV
$1,125
monitor for
classroom
use and a
$1,335
computer
$1,335
projector for
the library
classroom to
$269
facilitate
$269
software
demonstration
$189
s, multimedia
$189
presentations,
and Internet$114
based lessons.
$114
Subtotal
:
$3,032
Provides
$317.25 additional
$2,538
wireless
laptop
$300 computers for
$7,500
student and
staff use, as
$40
for data

Remote servers

District-Wide Software Licenses

12

Annual District-Wide Software Subscriptions

$222
$222
Subtotal
:
$10,260

Cloud Server
for removable
media.

Provides

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Secondar
y
Schools
Professional training for all staff
Subtotal $66,585

24
Subtotal funding for
$11,843 Macafee AntiVirus,
WorldBook
Online, and
Microsoft
Office.

$190,256
Total

Provides
training and
support for all
faculty,
teachers and
staff not
limited to
professional

its.dadeschools.net/pdf/2011-14 IT Strategic plan

Childrens Internet Protection Act (CIPA) and E-Rate

In the late 1990s the internet began to quickly grow in popularity. During this time there were
no governmental regulations. This meant that people could use internet in any kind of way for
public use and personal use.
The United States Congress in 2000 passed the Childrens Internet Protection Act (CIPA),
which address the concerns about students gaining access to dangerous and explicit content
though the Internet. For the academic community, this act mandates them to certify that they
have internet safety policies with technology protection measurements. It also states that
protection measures must block or filter Internet access to pictures that are: (a) obscene; (b)
child pornography; or (c) harmful to minors (for computers that are accessed by minors)
(Federal Communications Commission, 2014).

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E-Rate is a federally managed program that provides discounts of 20-90% on

telecommunications technologies to school and libraries in low income areas within the United
States (Picciano, 2011). By the United States Congress authorizing this in 1996 it made it
affordable for schools and libraries to offer students Internet access, Wi-Fi access, and access
other technologies that are vital in todays time.

Congress felt this would help students from all

backgrounds and socioeconomic status to have the same advantages of those students that can afford
to the luxury and benefits of technology.
Childrens Online Privacy Protection Act.

The Childrens Online Privacy Protection Act (COPPA) is a law that enforces requirements
business and other organizations who creates and operates a website that are directed to children
under the age of 13 must obey. This act was created to make sure that the operators websites do
not collect personal information from these children (Federal Trade Commission, 2002). The
COPPA was first enforced in 1998 and has been amended several times to adjust and adapt to
new technologies and situations has evolved over the years.

Acceptable / Responsible Use Policies (AUPs / RUPs)

Not using the service to violate any laws

1. Not attempting to break the security of any computer on the network or another user. You
may not use another users account, or attempt to capture other users passwords
(Acceptable Use Policy, 2003).
2. Not posing commercial messages to groups without prior permission or sending junk
email/spam to any user who does not want to receive it (Graves, 2014).

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1. Internet safety (privacy, inappropriate content, unwanted contact) (Common Sense

Education, 2015)

Infographic
See Appendix A for Infographic or go to:
https://magic.piktochart.com/output/6777177-jmbd-school-district

References
Acceptable Use Policy. (2003, August 1). Retrieved June 15, 2015, from
https://it.brown.edu/computing-policies/acceptable-use-policy#31
Anderson, S. (2015). How to create social media guidelines for your school. Retrieved from
Edutopia: http://www.edutopia.org/pdfs/edutopia-anderson-social-media-guidelines.pdf
Ashmore, E., Brown, R. Fair, E, & Quilit, J., (2015). Lincoln School District Collaborative
Technology Plan. EDUC 638-B01. Liberty University Online. March 1, 2015.
Common Sense Education. (2015). 1-to-1 Essentials - Acceptable Use Policies | Common Sense
Media. Retrieved June 15, 2015, from
https://www.commonsensemedia.org/educators/1to1/aups
Devlin, T. J., Feldhaus, C. R., & Bentrem, K. M. (2013). The evolving classroom: A study of
traditional and technology-based instruction in a STEM classroom. Journal of
Technology Education, 25(1), 34-54.
Durham Public School. (2015). Technology Policy. Retrieved from Durham Public School:
http://www.dpsnc.net/pages/Durham_Public_Schools/District/About_DPS/District_Polici
es/Series_3000_-_Curriculum_and_I/3040

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Federal Communications Commission. (2014). Children's Internet Protection Act. Retrieved

from: FCC: https://www.fcc.gov/guides/childrens-internet-protection-act
Federal Trade Commission. (2002). Protecting Children's Privacy Under COPPA. Washington
D.C.: Federal Trade Commission. Retrieved from:
https://www.ftc.gov/sites/default/files/documents/rules/children%E2%80%99s-onlineprivacy-protection-rule-coppa/coppasurvey.pdf

Finn, C. J., & Horn, M. B. (2013). Can digital learning transform education? Education
Next, 13(1), 54-56.
Fletcher, J. (2013). School uses hand-held technology to improve test scores. Retrieved June 15,
2015, from: http://www.ocregister.com/articles/students-250937-schmidt-held.html
Fuller, R. & Joynes, V. (2015). Should mobile learning be compulsory for preparing students for
learning in the workplace? British Journal of Educational Technology 46(1), 153-158.
Graves, A. (2014). What is acceptable use policy (AUP)? Definition from WhatIs.com.
Retrieved June 15, 2015, from: http://whatis.techtarget.com/definition/acceptable-usepolicy-AUP
Greenville School District. (2014). Acceptable Technology Use. Greenville: GCS
Information Technology Plan from Miami-Dade County Public Schools Information
Technology Strategic Plan 2011-2014
Keene, K. (2014). Blending and flipping distance education. Distance Learning 10(4) 63-69.
Picciano, A. (2011). Educational Leadership and Planning for Technology. Boston: Pearson.

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SCOTT KERBS St, G. M. (2010, Jul 28). Technology's role in the classroom evolves. The
Courier Retrieved from http://search.proquest.com/docview/744025626?
accountid=12085
Sauers, N., & McLeod, S. (2012, May 1). What Does The Research Say about School One-ToOne Computing Initiatives? Retrieved June 15, 2015, from
http://www.natickps.org/CASTLEBrief01_LaptopPrograms.pdf
US Department of Education (2014). Future Ready Schools: Building Technology Infrastructure
for Learning. Retrieved from: Future Ready Schools: Retrieved from:
https://tech.ed.gov/wp-content/uploads/2014/11/Future-Ready-Schools-BuildingTechnology-Infrastructure-for-LearningWhite, J. (2014). Forest Municipal School District Request for Proposals. Retreived from:
http://www.forest.k12.ms.us/Network%20RFP%202014.pdf
Zuckerman, E. (2005, May 11). Interactive Technology Transforms the Classroom. Associated
Press. Retrieved June 26, 2015 from http://rx9vh3hy4r.search.serialssolutions.com/?
ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF8&rfr_id=info:sid/summon.serialssolutions.com&rft_val_fmt=info:ofi/fmt:kev:mtx:journ
al&rft.genre=article&rft.atitle=Interactive+technology+transforms+the+classrooms&rft.jt
itle=Associated+Press&rft.au=ELIZABETH+ZUCKERMAN&rft.au=Writer&rft.date=2
005-05-13&rft.spage=1&rft.externalDocID=842787811&paramdict=en-US

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Appendix A
Below is part of the Infographic. To view the entire Infographic go to:
https://magic.piktochart.com/output/6777177-jmbd-school-district

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