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Technology Program Administrator

Spencer Landis
FRIT 7739
Georgia Southern University
Spring 2018
Executive Summary
The technology resource center at Dacula High School is comprised of the media center
and a computer lab known as the teaching and learning lab (T & L Lab). This center is available
for student use anytime during their lunch period. The data collected through interviews with
teachers, media specialist, and technology coordinator as well as observations conducted in the
center shows the value it provides for both students and teachers. Professional development for
teachers, standardized testing, computers available to be reserved for class use, and students
completing assignments independently are just some of the activities that demonstrate the value
of the center. The value has increased since teachers were issued a number of Chromebooks that
remain in their classrooms for daily use. Value has increased because as teachers incorporate
more activities that require technology students will need access to technology in order to
complete their work outside of the classroom. While the technology coordinator, media
specialist, and several teachers’ roles overlap, they provide support in order to ensure the success
of implementing technology both in the technology center and in individual classrooms.

Organizational Chart
This report was constructed using data from a variety of sources. The media specialist,
technology support technician, technology coordinator, and course team leaders answered
interview questions (Appendix A). Course team leaders consisted of teachers from across
various subjects who were responsible for leading other teachers in that subject area. Classroom
observations as well as T & L Lab observations (during student lunches) were conducted as the
technology resources made available to students (Appendix B).

Center Context and Goals

Dacula High School was established in 1931 and today has an enrollment of just over 2,100
students in the 9th-12th grades. In 2007, a major renovation was started along with a new
addition that consists of four floors that eliminated the need for the 70+ trailers the school
previously required. Along with that renovation and addition, the technology infrastructure was
improved to allow for additional computer labs to be built and to address the future needs of
students and teachers that was unknown at that time.
The mission of Dacula High School is to utilize technology in order to provide
transformational teaching and learning. To accomplish this, technology is used to provide
constant formative assessment, differentiated instruction to meet individual student needs, and
increase student engagement. Stakeholders at Dacula High School include the over 2,100
students, 100+ teachers, administrators, counselors, and cluster schools (elementary and middle
schools that lead into the high school).
The key personnel of the technology resource center includes a technology coordinator,
technology support technician, media specialist, and a group of course team leaders that is
comprised of teachers from across all subject areas in charge of leading other teachers in their
subject area. The technology coordinator is responsible for providing teacher training that is
required by the school district, researching new instructional and assessment tools, and solve
certain hardware and software issues that arise. The technology support technician is primarily
responsible for monitoring technology equipment and resolving general technology issues. The
media specialist is responsible for researching and sharing new and innovative technology
strategies in addition to supporting students with technology and media needs. Course team
leaders are required to provide technology training to other teachers, research and implement
new technology tools and strategies, and to demonstrate effective uses of technology in their

Center Activities
 Students are able to complete homework, missing assignments, or independent study in
the media center and/or the T & L Lab during their extended lunch periods.
 Students are able to print educational materials.
 Teachers may print and laminate materials.
 Teachers may reserve the 35 computers in the media center to hold class.
 The media center serves as a space where district and state mandated surveys and
standardized tests are administered.
 Each regular education teacher is issued 18 Chromebooks that stay in their classrooms
and that teachers must account for. Teachers may also check out laptop carts and
additional Chromebooks for use in their classrooms.
 Professional development sessions centering around technology occur in the media center
and/or the T & L Lab (computer lab).
The media center and T & L Lab serve as the technology center (the most central
technology hub on campus) for Dacula High School. Because each teacher has been issued a
number of Chromebooks, the need for this location to serve as the technology resource center has
been greatly reduced. This has occurred because many of the instructional activities may now
take place in each teacher’s classroom rather than in the media center. Technology personnel at
the school have several responsibilities that overlap. The media specialist and technology
coordinator share the responsibility of researching and sharing new and innovative educational
technology tools for teachers to use in their classrooms. Naturally, many new tools, strategies,
and ideas also originate from course team leaders and other teachers. Students seem to be well
versed in their individual knowledge of the technology needed to complete assignments from
their teachers, but the variety of technology necessary for their assignments varied greatly. Some
teachers that have not always used technology in their teaching careers seemed to primarily rely
on Chromebooks for research and accessing online textbooks. After observing student activities
being worked on in the resource center and interviewing teachers, there is a substantial gap
between teachers that use technology innovatively and other teachers that utilize technology at a
much more basic level. This also applies to students that have recently moved into the school.
Many of these students are not knowledgeable about Chromebooks and how Google’s education
accounts and apps are used in educational settings. Additionally, because of the new addition to
the high school, geographic challenges of locating the technological resources that are made
available to students is a challenge.
Technology has rapidly evolved and changed the way teaching and learning takes place
daily in this high school. This has led to the roles and responsibilities of technology support staff
to become quickly outdated. Reorganizing the responsibilities of the staff would lead to
increased efficiency and less overlap between them. Teachers would primarily be responsible
for discovering the majority of new tech tools and strategies to use in their classrooms. Teachers
would then be able to show and demonstrate these tools in their classrooms, which allows the
media specialist to focus on helping students effectively use and understand these tools.
I would also recommend that the technology coordinator, media specialist, and a small
group of teachers create a one-day “crash course” technology seminar for new students. This
seminar could be delivered by peer leaders at the school in-person, but also provided in an online
module for students to complete individually on their own time.
Appendix A
Interview Questions (Teachers and Technology Staff)
 What are your responsibilities? What is your primarily responsibility?
 What is the most time consuming aspect of your job, in regards to technology?
 What is the frequency of collaboration between teachers and technology staff? How
valuable is this collaboration?
 What technological resources are available for teachers to use? For students?
 How often is professional development offered to teachers?
 How are new technological tools, strategies, etc. shared with teachers? Who primarily
discovers new tools and strategies?
Interview Questions (Students)
 What type of technology do you use in your classes?
 How often do you have class in computer labs?
 Do you ever use the media center during your lunch?
 How comfortable are you using the technology your teachers want you to use?
 Who do you go to when you have a question about technology?
Appendix B
Appendix C
Dacula HS History Resource (Website)