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Liberty University
Collaborative Technology Plan
Committee Members
how current technology resources are utilized within the district elementary schools.
● Elementary School Principal – Provides input and insight into the current capabilities and
● Elementary School Staff Development Trainer – Will be responsible for training elementary
● Elementary School Teacher – Provides insight into the ways technology is currently used in
● Elementary School Special Needs Teacher – Provides insight and advisement into the uses
● 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
● Middle School Staff Development Trainer – Will be responsible for training middle school
Collaborative Technology Plan
● Middle School Teacher – Provides insight into the ways technology is currently used in the
● Middle School Special Needs Teacher – Provides insight and advisement into the uses and
● 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
● High School Staff Development Trainer – Will be responsible for training high school staff
● Systems Integration Coordinator – Will be responsible for ensuring the newly acquired
● Technology Coordinator – Will advise on current technology capabilities and advise on gaps
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
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
Value Statements
2. Student success is the driving force and the ultimate goal for the shift to a 1:1 program. It
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
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
Educators: 1a, 1b, 2a, 2b, 4a, 4b, 5a, 5b, 5c, 6b, 7a
Collaborative Technology Plan
Educational Leaders: 1a, 1b, 2a, 2e, 3d, 4a, 4b, 4c, 4d, 5a, 5b, 5c, 5d
The department of technology will implement following strategies to bring about district-wide
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
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
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
Collaborative Technology Plan
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
● Communication
● Collaboration
● Information Literacy
● Media Literacy
● ICT Literacy
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
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
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
The prime outcome of Goal #1 in terms of students learning is the acquiring skills and competency
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
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,
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
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
1. Utilize the G Suite Learning center to train users on the use of the G Suite tools by the end of
2. Incorporate these training sessions into the lesson plans to ensure accountability and track
3. Conduct periodic testing to measure proficiency in use. Perform remedial training as needed
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
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,
“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.
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
● 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
● 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.
www.commonsense.org. This is to be implemented across the board for the first year, then
2. Implement the Google for Education Digital Citizenship Course for teachers. This is to be
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
Critical Thinking)
Collaboration:
Students and teachers will have unprecedented ability to collaborate in real time utilizing the
● Students and teachers will collaborate and learn effective collaboration strategies as part of
Communication:
● Students and teachers will participate in and learn about effective communication using
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.
1. Students and teachers will demonstrate a knowledge of sound Digital Citizenship practices
2. Students and teachers will be able to effectively utilize the G-Suite tools to work
collaboratively on projects.
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.
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
academic faculty.
for TEL, online collaboration, personalized learning, and one-to-one computing for educators
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.
Collaborative Technology Plan
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
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
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-
2. Purchase and install devices and accessories necessary for one-to-one computing at each
implementations and cyber security for administrators, technology resource personnel and
personnel, and academic faculty on new system upgrades, updates, and implementations by
assessment strategies for TEL, online collaboration, personalized earning, and one-to-one
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-
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
1. Students will complete the Common-Sense Media Digital Citizenship Course by the end of
2. Teachers will complete the Google for Education Teacher Digital Citizenship Course by the
1. Chromebook with Protection Plan for each student $200 * 7400 $1,480,000
2. $0.00 - Google for Education Digital Citizenship is free for teachers/students $0.00
Collaborative Technology Plan
Define the Children’s Internet Protection Act (CIPA) and E-Rate. Explain the relationship
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
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,
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
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).
1. Statement regarding the legal compliance with Federal and State (CIPA and COPPA) laws.
2. General guidelines regarding internet usage, i.e.: digital citizenship, social media, cyber
Powerstown.net)
4. Statement regarding privacy, data, and information gathering done by the district.
Create an Infographic Demonstrating the Connection Between Each Goal and the ISTE
References
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.
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.
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
org.ezproxy.liberty.edu/10.1007/s10805-018-9302-9
Lei, J., & Zhao, Y. (2008, 09). One-to-One Computing: What Does it Bring to Schools? Journal
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,
com.ezproxy.liberty.edu/books/9781317429111
Rethinking Acceptable Use Policies to Enable Digital Learning: A Guide for School Districts.
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