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Running Head: Collaborative Technology Plan

Collaborative Technology Plan

Kyle Hardenbrook, Dona Thanushi Hettipathirana, Ricky Hulbert,

Dr. Larry Peck

EDUC 638: Leadership in Educational Technology

Liberty University
Collaborative Technology Plan

Collaborative Technology Plan:

Committee Members

● District Director of Instructional Services – Provides leadership and oversight of all

instructional services and methodologies within the district.

● District Technology Supervisor – Provides oversight of all educational technology used, or

potentially used, within the district.

● Elementary School Technology Resource Supervisor – Provides insight and guidance as to

how current technology resources are utilized within the district elementary schools.

● Elementary School Principal – Provides input and insight into the current capabilities and

future needs of the elementary schools within the district.

● Elementary School Staff Development Trainer – Will be responsible for training elementary

school staff on using new technology.

● Elementary School Teacher – Provides insight into the ways technology is currently used in

the elementary school classrooms and on ways it can be improved.

● Elementary School Special Needs Teacher – Provides insight and advisement into the uses

and needs of technology for specials needs students.

● Elementary School Library/Media Specialist – Provides insight and advisement into the uses

and needs of technology for students and teachers in the library and media rooms.

● Middle School Technology Resource Supervisor – Provides insight and guidance as to how

current technology resources are utilized within the district middle schools.

● Middle School Principal– Provides input and insight into the current capabilities and future

needs of the middle schools within the district.

● Middle School Staff Development Trainer – Will be responsible for training middle school
Collaborative Technology Plan

staff on using new technology.

● Middle School Teacher – Provides insight into the ways technology is currently used in the

middle school classrooms and on ways it can be improved.

● Middle School Special Needs Teacher – Provides insight and advisement into the uses and

needs of technology for specials needs students.

● Middle School Library/Media Specialist – Provides insight and advisement into the uses and

needs of technology for students and teachers in the library and media rooms.

● High School Technology Resource Supervisor – Provides insight and guidance as to how

current technology resources are utilized within the district high school.

● High School Principal– Provides input and insight into the current capabilities and future

needs of the district high school.

● High School Staff Development Trainer – Will be responsible for training high school staff

on using new technology.

● Systems Integration Coordinator – Will be responsible for ensuring the newly acquired

technology will work in coordination with the existing technology.

● Technology Coordinator – Will advise on current technology capabilities and advise on gaps

and needs of the district.

Mission

The mission of this technology committee is to research, evaluate and ultimately create a plan to

implement a 1:1 student to Chromebook ratio in order to provide students with the opportunity to

excel as they enter an increasingly technological world.


Collaborative Technology Plan

Vision

The technology vision of this school district is to utilize information and communication technology

to equip stakeholders with the 21st Century tools to attain the knowledge, skills, and proficiencies

necessary to become successful citizens and to better themselves, their communities, and others

around the globe.

Value Statements

1. Technology is a tool. It is not a substitute or replacement for innovative, effective instruction.

2. Student success is the driving force and the ultimate goal for the shift to a 1:1 program. It

must remain the focus of all decisions.

3. Creativity, collaboration, communication, and critical thinking are at least as important to

student success as are the traditional core subjects.

4. Technology must be available and accessible to all students regardless of race, age, or

socioeconomic status.

5. STEM and Tech related careers are the fastest growing sector of the job market. We must

prepare our students to compete in that market.

SMART Goal #1

The school district will engage each student in Technology Enhanced Learning (TEL) in actual and

virtual learning spaces through upgrading and installing secure and robust digital infrastructure and

network essentials to support one-to-one computing.

ISTE Standards (ISTE 2018):

Students: 1a, 1b, 5a, 5d, 6a, 6c,7a, 7b

Educators: 1a, 1b, 2a, 2b, 4a, 4b, 5a, 5b, 5c, 6b, 7a
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Educational Leaders: 1a, 1b, 2a, 2e, 3d, 4a, 4b, 4c, 4d, 5a, 5b, 5c, 5d

Strategies to Support Goal #1

The department of technology will implement following strategies to bring about district-wide

changes to digital infrastructure and network essentials to support Goal #1.

1. Strategy 1: Design and develop virtual learning spaces to facilitate technology enhanced

learning (TEL) personalized learning (PL) solutions as deemed appropriate by the department

of instruction

2. Strategy 2: Implement district-wide collaboration and data-sharing solutions

3. Strategy 3: Adopt a long-term target for school district WAN connectivity scalable to 10

Gbps with enhanced broadband Internet/ Wi-Fi capacity of 1Mbps per student Internet

bandwidth as per FCC’s e-Rate recommendations (Summary of the E-rate Modernization

Order, 2015) – increase High-Speed broadband capacity at each school to 1Gbps by

8/1/2019.

4. Strategy 4: Implement/ expand Storage Area Networks (SAN) and Cloud storage facilities

5. Strategy 5: Develop and deliver online security training to administrators, academic and non-

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

Critical Thinking)

Goal #1 focuses on exposing the learners to technology enhanced learning utilizing state of the art

technology to foster 21st Century Skills as prescribed by P21's Framework for 21st Century Learning

(Partnership for 21st Century Learning, n.d.): 21st Century Learning and Innovation skills, 21st

Century Support Systems, and 21st Century Learning Environments:

❖ 21st Century Student Outcomes

➢ Learning and Innovation Skills –

● Communication

● Collaboration

➢ Information, media, and technology skills

● Information Literacy

● Media Literacy

● ICT Literacy

❖ 21st Century Support Systems

➢ 21st Century Curriculum and Instruction

➢ Assessment of 21st Century Skills

➢ 21st Century professional Development

➢ 21st Century Learning Environments


Collaborative Technology Plan

Rationale Including Research to Support Goal #1 and Strategies (Include a Minimum of 2

Sources from the LU Library Databases) 2-3 Paragraphs

Life in the Digital Age is immensely influenced by the dynamic advances in media and information

and communication technology. Media and digital literacy and literacy in ICT have become critical

skills that are of essence for survival. Lacking competence and confidence to engage in

communicative worlds would pose the danger of being excluded and therefore, “Education must

embrace not only new digital literacies but new forms of multimodal literacy” (Pilkington, 2016, p.

160). It is incumbent upon educators and educational leaders to foster the future citizenry of the

digital world with these literacy skills that are of essence for existence. Thus, engaging students in

Technology Enhanced Learning (TEL) would empower the learners with vital literacy skills that are

of existence for existence in a global world increasingly enhanced by technology.

The digital divide, “the gap between people in access to and use of information and communication

technology,” however, has been widening in the past few years due to the exponential advancements

and developments in the field of technology (Eisenman, 2018). According to Eisenman (2018), those

who access to ICT thrive and succeed while have nots often coming from racial and ethnic minorities

and poverty-stricken backgrounds, fail to keep pace. Eisenman (2018), emphasizes that providing

free access to computers and the Internet in school will reduce the digital divide while encouraging

students to use these for academic purposes. Thus, providing each student in the school district with

a Chromebook to facilitate one-to-one computing will contribute towards reducing the digital divide

in among the student population in the school district.

One-to-one computing, according to Lei and Zhao (2008), provide boundless “opportunities and

resources for teaching learning,” ensuing substantial improvements in technology proficiency. The

common uses of one-to-one devices among students include: learning, communication, expression,
Collaborative Technology Plan

and exploration (Lei and Zhao, 2008). Some issues and concerns to do with one-to-one computing

include: “student discipline problems, concerns on digital literacy, and fear of over dependency on

information technology” (Lei and Zhao, 2008).

Expected Outcomes in Terms of Student Learning / Achievement

The prime outcome of Goal #1 in terms of students learning is the acquiring skills and competency

in engaging in technology enhanced learning utilizing one-to-one computing.

Evaluation Measures (Include Job Titles of Persons Responsible)

District-wide evaluations will be carried out by the District Technology Department to assess the

effectiveness of TEL via one-to-one computing on quarterly-basis. Systems evaluation Input will be

gathered from learners, educators, and educational leaders by means of online surveys – District

technology department.

Technology infrastructure and network essentials and devices at each school will be evaluated and

tested for functionality, maintenance, and inventory updating – School technology department.

System-wide evaluations will be carried out on monthly basis for mitigating issues to do with cyber

security and privacy concerns – District technology department.

District-wide evaluations will be carried out every semester to determine the efficiency of the IT

personnel at individual schools in responding to IT help requests and other concerns by learners,

educators and administrators.


Collaborative Technology Plan

SMART Goal #2

Students will demonstrate proficiency in media literacy skills with Chromebooks and G Suite tools

including, docs, slides, sheets, drive, and Google Classroom, engaging in technology enhanced

learning utilizing individually accessible Chromebooks throughout the day by the end of second

marking period (January 2019).

ISTE Standards (ISTE 2018):

Students: 1a, 1b, 1c, 1d, 4b, 6a, 6d, 7b, 7c

Educators: 1a, 1b, 1c, 2a, 2b, 3a, 3b, 3c, 4a, 4b, 6a, 6b, 6c

Educational Leaders: 1a, 1b, 1c, 1d, 2a, 2b, 2d, 2e, 3b, 3d, 5a, 5b, 5d

Strategies to Support Goal #2

1. Utilize the G Suite Learning center to train users on the use of the G Suite tools by the end of

the first marking period.

2. Incorporate these training sessions into the lesson plans to ensure accountability and track

progress towards proficiency.

3. Conduct periodic testing to measure proficiency in use. Perform remedial training as needed

until all users reach the required proficiency level.

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

Critical Thinking)

Chromebooks are designed to work with Google’s G Suite software (Docs, Slides, Sheets, Drive, and

Google Classroom). This software is designed to enable and enhance collaboration and

communication through cloud-based document sharing. It allows for secure storage of information

and can “manage users, devices, and data securely” (Google, 2018). Students and teachers will be
Collaborative Technology Plan

able to collaborate and communicate on a 21st Century platform that has been designed with this

specific functionality in mind.

Rationale Including Research to Support Goal #2 and Strategies (Include a Minimum of 2

Sources from the LU Library Databases) 2-3 Paragraphs

In our current society, it is vital for all citizens to learn to operate in a digital world. Digital media

literacy has become a crucial skill. “Media literacy is the ability to analyze media and create media

products. It's a vital digital age skill that is now embedded in the Common Core State Standards”

(Baker, 2013). This skill will become even more vital as the school district moves to a 1:1 ratio,

since more work will be presented, completed, and reviewed online.

“Critical literacy for digital content has two dimensions: internal which allows users to analyse,

evaluate and judge digital artefacts both in terms of content and presentation; and external, which is

related to exploring social relation bonds in these artefacts” (Reyna et al, 2018). Students and

teachers within the district must be able to perform proficiently in a digital environment for the

educational relationship to function properly. These tools will allow the teachers and students to

cooperate and collaborate in the students’ learning while efficiently managing access to work and

other educational resources. Both roles will have a variety of new ways to interact and complete

essential tasks.

Expected Outcomes in Terms of Student Learning / Achievement

Students will learn to use each application within G Suite. This will include education and training

in areas that will provide skills for the rest of their academic and professional careers. These skills

include cloud word processing, spreadsheets, presentations, and cloud based technology for sharing

and collaboration.
Collaborative Technology Plan

Evaluation Measures (Include Job Titles of Persons Responsible)

● School administrators are responsible for ensuring all school staff members are proficient in

the use of the applications with enough expertise to be able to train the students.

● The teachers will be responsible for ensure the students are taught how to use the software.

● Principals will be responsible for ensuring all members of the school population, students and

teachers, are proficient.

● This Technology Committee will be responsible for data collection and analytics to determine

the success and failure rates of all staff and students through the district. The Committee will

prepare a report to present to the School Board no later than 90 days following the last day of

school in the year in which the District reaches a full 1:1 ratio.

SMART Goal #3

Students will engage in collaborative and individual learning through personalized and equitable

learning experiences. Students and teachers will take and pass a digital citizenship course wherein

they are instructed how to properly use social media, connect with others, and build/develop useful

relationships online.

ISTE Standards (ISTE 2018):

Students: 2a, 2b, 2c, 2d, 7b, 7c

Educators: 3a, 3b, 3c, 3d, 4b, 4c

Educational Leaders: 1a, 1c, 1d, 3a


Collaborative Technology Plan

Strategies to Support Goal #3

1. Implement the Common-Sense Media K-12 Digital Citizenship Curriculum found at

www.commonsense.org. This is to be implemented across the board for the first year, then

remediated once per grade band in the following years.

2. Implement the Google for Education Digital Citizenship Course for teachers. This is to be

implemented as a self-paced professional development during the first marking period.

Teachers will be given district time to complete the course. It can be found at

https://teachercenter.withgoogle.com/digital_citizenship/preview.

3. Implement collaborative work environment through the Google Education Suite Tools for

both students and teachers.

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

Critical Thinking)

Collaboration:

Students and teachers will have unprecedented ability to collaborate in real time utilizing the

functionality of the G-Suite tools.

● Students and teachers will collaborate and learn effective collaboration strategies as part of

their Digital Citizenship coursework.

Communication:

● Students and teachers will participate in and learn about effective communication using

technology throughout their Digital Citizenship coursework.


Collaborative Technology Plan

Rational:

It is clear from the research that Digital Citizenship and Collaboration are essential to a successful

1-1 program (Hui and Campbell, 2018). Students must develop the skills and understanding to

develop quality, meaningful, and safe relationships in the online global community. These

relationships help to foster collaboration, information seeking, and intellectual development. They

are absolutely necessary in today’s society (Dotterer, Hedges, and Parker, 2016)

According to Dotterer, Hedges and Parker, nearly 1 in 10 students in the United States is in

possession of an internet capable mobile device by the age of 5-years-old (2016). In the not too

distant past, numbers like this would have been thought to be irrational and impossible. With such

rapid growth of internet usage by students, it has become necessary for school districts to develop

and implement Digital Citizenship Courses which foster collaborative thinking and safe internet

usage.

Expected Outcomes in Terms of Student Learning / Achievement

1. Students and teachers will demonstrate a knowledge of sound Digital Citizenship practices

through completing the digital citizenship courses.

2. Students and teachers will be able to effectively utilize the G-Suite tools to work

collaboratively on projects.

Evaluation Measures (Include Job Titles of Persons Responsible)

1. Students will complete the course with a satisfactory passing grade. Homeroom/classroom

teachers will be responsible to collect data and evidence supporting the fact that each student

has taken and passed the course. This data will be stored digitally on the district servers.

2. Teachers will complete their course work and present a certificate of completion digitally to
Collaborative Technology Plan

their administrator. These digital certificates will be stored on the district servers.

Professional Development Plan for Each Goal / Strategy

Goal 1: Engage learners in Technology Enhanced Learning through one -to-one computing –

Professional development and training will involve two phases development and delivery.

Participants will have freedom in completing the online training modules at their own convenience.

The synchronous training sessions will be held at each school. Online professional development

course modules will be developed and delivered by the District Technology Department in three

training and development categories:

1. A three-hour online training module on technology enhanced learning (TEL), one-to-one

computing, and cyber security implementations will be provided for administrators,

technology resource personnel and academic faculty

2. A three-hour synchronous training session on new system upgrades, updates, and

implementations will be provided for administrators, technology resources personnel, and

academic faculty.

3. One-day training session on curriculum development, instruction, and assessment strategies

for TEL, online collaboration, personalized learning, and one-to-one computing for educators

and resources personnel.

Goal 2: Proficiency in media literacy skills and G-Suite software.

1. Faculty and school staff within the district will complete “Promoting Digital Media Literacy

in Students” from PBS Teacher Line. This 30-hour course will cost $248.50 per participant.
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The course is designed to “expand your instructional knowledge of Internet-based research,

and to help you guide your students through a process of finding information, evaluating

sources, and applying new understandings to their inquiries”. The course is not self-paced

and will be conducted during teacher training days throughout the first and second marking

period. The course will be complete by the end of the second marking period.

2. Teachers and school staff will utilize Google’s G-Suite training tools available within the G-

Suite software at no cost, to learn the nuances of Google applications as opposed to the

standard Microsoft ones. These tools will provide teachers with the skills in G-Suite needed

to operate the software proficiently. Teachers will complete one course per marking period.

3. Teachers will familiarize themselves with Google’s free teaching resources. These courses

are free and are designed to be incorporated into lesson plans. This will provide a platform

and foundation for which the teachers can ensure their students are learning life skills, media

literacy, and are becoming proficient in G-Suite. Teachers will incorporate one G-Suite

lesson, per class, per marking period.

Goal 3: Digital Citizenship

1. Teachers will be given 1 hour of professional development provided by the building

technology leaders on how to implement the Common-Sense Media Digital Citizenship

Course. Building technology leaders will be available to assist teachers as needed.

2. Teachers will be given 6 hours of Professional Development time to complete the Google for

Education Teacher Digital Citizenship Course. This course will be self-paced and

independent learning. Building technology leaders will be available to assist struggling

teachers with the program as needed.


Collaborative Technology Plan

Timeline for Implementation of Each Goal / Strategy

Goal 1: Engaging learners in Technology Enhanced Learning through one -to-one computing

1. Upgrade, update, and implement infrastructure and network essentials to Increase High-

Speed broadband capacity at each school to 1Gbps by July 01st, 2019.

2. Purchase and install devices and accessories necessary for one-to-one computing at each

school by July 15th, 2019.

3. Develop online training modules on technology enhanced learning and security

implementations and cyber security for administrators, technology resource personnel and

academic faculty by July 15th, 2019.

4. Provide professional development and training to administrators, technology resources

personnel, and academic faculty on new system upgrades, updates, and implementations by

August 01st, 2019

5. Provide professional development and training on curriculum development, instruction, and

assessment strategies for TEL, online collaboration, personalized earning, and one-to-one

computing be August 15th, 2019.

Goal 2: Proficiency in media literacy skills and G-Suite software.

1. Teachers will complete the PBS Teacher Line course by the end of the second marking

period.

2. Teachers and staff will complete the one self-paced training course per month from the G-

Suite Learning Center.

3. Teachers will incorporate a minimum of one G-Suite training lesson into their lesson plan per

marking period.

4. Teachers will quiz/test students on G-Suite proficiency and media literacy skills a minimum
Collaborative Technology Plan

of once per month.

Goal 3: Digital Citizenship

1. Students will complete the Common-Sense Media Digital Citizenship Course by the end of

the first semester, January 2020.

2. Teachers will complete the Google for Education Teacher Digital Citizenship Course by the

end of the 1st Quarter, October 2019.

Itemized Budget for Each Goal / Strategy

Goal 1: Engaging Learners in TEL through One -to-One Computing

1. Chromebook with Protection Plan for each student $200 * 7400 $1,480,000

2. Network Essentials (hardware set-up at each school plus labor) $20,000

3. Software Setup and Upgrade (Windows, G Suite, MS Office 365 etc.) $0

4. Professional Development and Security Training $25,000

5. System Upgrades and Maintenance $25,000

TOTAL Budget for Goal #1 $1,550,000

Goal 2: Proficiency in media literacy skills and G-Suite software.

1. PBS Teacher Line course: $248.50 per participant. $121,516.50

2. Google G-Suite Learning Center Courses. $0.00

TOTAL Budget for Goal #2 $121,516.50

Goal 3: Digital Citizenship

1. Common Sense Media Digital Citizenship is free for teachers/students $0.00

2. $0.00 - Google for Education Digital Citizenship is free for teachers/students $0.00
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TOTAL Budget for Goal #3 $0.00

GRAND TOTAL Budget $1,671,516.50

Define the Children’s Internet Protection Act (CIPA) and E-Rate. Explain the relationship

between CIPA and E-Rate. (2-3 Paragraphs)

The Children’s Internet Protection Act (CIPA) was created by Congress in 2000 to “address

concerns about children’s access to obscene or harmful content over the Internet” (FCC, 2017). The

law requires schools to enact an internet safety policy to protect children from harmful,

inappropriate, or obscene internet content. The schools that are subject to CIPA have two

certification requirements. The first certification requirement is that the schools’ safety policies must

include monitoring internet activity of minors. The second requirement is to educate the children on

safe and appropriate Internet behavior.

E-rate is a Federal Communications Commission (FCC) program that “makes telecommunications

and information services more affordable for schools and libraries” (FCC, 2018). Eligible schools

receive a discount to defray the cost of these services. The discounts range from 20 to 90 percent,

depending on the financial need of the school or library.

Schools that request to participate in the E-rate program are not eligible to participate until they

certify that they comply with CIPA. Essentially, to receive the discount on the cost of

telecommunications, the school must comply with the law to protect minors. This relationship

ensures that the schools are diligently working to protect the students from harmful content.

Define the Children’s Online Privacy Protection Act. Include a brief description of how this

may impact your school district. (1 Paragraph)


Collaborative Technology Plan

The Children’s Online Privacy Protection Act (COPPA) is a 1998 law aimed at protecting children

under the age of 13. The Act applies to all websites that collect any information from children in the

applicable age group. It is administered and enforced by the Federal Trade Commission (FTC).

Acceptable Use Policies: Top 5 Items

1. Statement regarding the legal compliance with Federal and State (CIPA and COPPA) laws.

(Kentucky Ed. Dept., Consortium for School Networking)

2. General guidelines regarding internet usage, i.e.: digital citizenship, social media, cyber

bullying, appropriate websites/searches, school use, etc. (Kentucky Ed. Dept.,

Powerstown.net)

3. Statement on use of personal devices on district Wi-Fi/internet connections: indicating

expected usage, general guidelines, privacy, etc. (Powerstown.net)

4. Statement regarding privacy, data, and information gathering done by the district.

(Consortium for School Networking)

5. School Board Ratification (Powerstown.net)

Create an Infographic Demonstrating the Connection Between Each Goal and the ISTE

Standards for Students, Teachers, & Administrators (Separate Sheet)


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Figure 1. Infographic: Technology Plan for One-to-One Computing


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References

Acceptable Use Policy Considerations for Districts. (n.d.). Retrieved from

https://education.ky.gov/districts/tech/Pages/Acceptable-Use-Districts.aspx

Acceptable Usage Policy: Powerstown Educate Together National School. (2015). Retrieved

From: http://www.powerstownet.com/wp-

content/uploads/2012/06/PETNS_24_AUP_sept2015.pdf

Children's Internet Protection Act (CIPA). (2017, September 08). Retrieved from

https://www.fcc.gov/consumers/guides/childrens-internet-protection-act

Children's Online Privacy Protection Rule ("COPPA"). (2018, April 05). Retrieved from

https://www.ftc.gov/enforcement/rules/rulemaking-regulatory-reform-

proceedings/childrens-online-privacy-protection-rule

Dotterer, G., Hedges, A., & Parker, H. (2016, 11). Fostering digital citizenship in the classroom.

The Education Digest, 82, 58-63. Retrieved from

http://ezproxy.liberty.edu/login?url=https://search-proquest-

com.ezproxy.liberty.edu/docview/1824551273?accountid=12085

Eisenman, R. (2018). Reducing the digital divide. Journal of Information Ethics, 27(1), 12-13.

Retrieved from http://ezproxy.liberty.edu/login?url=https://search-proquest-

com.ezproxy.liberty.edu/docview/2064892110?accountid=12085

https://doi-org.ezproxy.liberty.edu/10.2190/EC.39.2.a

E-rate: Universal Service Program for Schools and Libraries. (2018, February 09). Retrieved

from https://www.fcc.gov/consumers/guides/universal-service-program-schools-and-

libraries-e-rate

Hui, B. & Campbell, R. J Acad Ethics (2018) 16: 117. https://doi-


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org.ezproxy.liberty.edu/10.1007/s10805-018-9302-9

ISTE Standards. (2018). Retrieved from https://www.iste.org/standards

Lei, J., & Zhao, Y. (2008, 09). One-to-One Computing: What Does it Bring to Schools? Journal

of Educational Computing Research, 39(2), 97-122. doi:10.2190/ec.39.2.a

Partnership for 21st Century Learning. (n.d.). Framework for 21st Century Learning. Retrieved

from http://www.p21.org/about-us/p21-framework

Pilkington, R. M. (2016). Discourse, dialogue and technology enhanced learning. New York,

NY: Routledge. Retrieved from https://www-taylorfrancis-

com.ezproxy.liberty.edu/books/9781317429111

Rethinking Acceptable Use Policies to Enable Digital Learning: A Guide for School Districts.

(2013). Retrieved from:

https://cosn.org/sites/default/files/pdf/Revised%20AUP%20March%202013_final.pdf

Reyna, J., Hanham, J., & Meier, P. C. (2018, 06). A framework for digital media literacies for

teaching and learning in higher education. E-Learning and Digital Media, 15(4), 176-190.

doi:10.1177/2042753018784952

Summary of the E-Rate Modernization Order. (2015, October 08). Retrieved from

https://www.fcc.gov/general/summary-e-rate-modernization-order

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