Colquitt County Department of Technology

Executive Summary
Colquitt County Schools' Technology Department supports teachers and students with
access to 21st Century instructional materials, equipment, infrastructure, sustained support, and
training.  Instructional technology specialists deliver instructional training and assist with
technology initiatives and are assigned to schools.  Network services staff members are assigned
to schools and use work order requests to schedule troubleshooting time for each school. There
are 11 individuals who provide these services for the district. Three elements that are vital to the
success of the Instructional Technology integration is access, training, and support. The Colquitt
County School system believes that the skillful use of technology supports the development of
life-long learning skills such as flexibility, critical thinking, problem solving, and collaboration.
They also believe that all students need to be able to use a wide variety of technological tools to
be successful citizens in the 21st century. The technology center evaluation was performed
through observations of staff members, professional learning observation, and interviews with
staff personnel.

Organizational Chart
Colquitt County Technology Department

Methods
While constructing the report, different methods were used to gather data of the
technology department. I conducted interviews with 3 technology specialists (Appendix A),
observed a professional learning referred to as SOUNDER Academy (Appendix B), and
observed staff members.

Center Context and Goals

Mission
The mission of Colquitt County Schools technology department is to provide technology
necessary to support student learning and teacher instruction that will be able to adapt to the
ever-changing global society. We will assist students, educators, parents, and community
members in accessing, analyzing, and preparing information so they may become critical
thinkers, problem solvers, and productive citizens. We will strive to provide our teachers and
students with 21st Century instructional materials, equipment, sustained support, and training.
We will utilize members of the Colquitt County Technology Services staff, local experts, and
outside experts to provide technology related opportunities to improve student achievement and
productivity.

Goals
 Continually update and improve technology access.
 Improve student academic performance, technology literacy, and motivation.
 Provide instructional support for teachers and students.
 Expand knowledge in area of expertise, Instructional Technology, to support an increase
of student achievement in our district.
 Impact student growth in all areas and increase teacher knowledge and tools for
instruction by participating and leading in district meetings and trainings.
 Utilize technology to enhance community communication and provide additional
standards-based material.

Center Activities
The focus is on providing professional development opportunities for faculty and staff. The
duties and activities that the technology department provides includes:
 Provide staff development training opportunities in computer applications, internet
activities, and publication design.
 Assist teachers in improving instruction with the integration of technology in the
classroom.
 Provide guidance in developing guidelines for technology purchases and decisions.
 Distribute information and provide training on new initiatives emerging from the
GaDOE.
 Provide customized training for technology support personnel and/or media specialists in
maintaining and usage of technology devices.
 Other duties as requested from school and district administration.

Evaluation
The Colquitt County School System is one of the larger schools in the area. It serves
approximately 9,600 students through ten elementary, one middle, one junior high and one high
school. The Technology Specialist team is very dedicated to their jobs. They have a tremendous
workload with many responsibilities and work great together to get the job done. They keep
their technology credentials updated by attending conferences, webinars, and any technology
professional learning activities. The technology department evaluates its effectiveness by their
goals/benchmarks and how the program affects student achievement, student technology literacy,
and the quality of students’ learning experiences.
 The technology department has never been what one would consider a large department
even with the school system being as large as it is. The department had four technology
specialists and in 2016, three of the technology specialists were transferred into school positions
and there was only one to fill the duties and responsibilities of serving the system. In 2017, one
of the specialists was hired back into the technology department and in 2018 another specialist
was hired back. The department has three of the original four specialists working today but the
fourth position that was transferred out to the school position was never filled. These positions
are held by three hard working women that have worked as teachers, media specialists, and
instructional technology specialists.
Randi Brown is assigned to Colquitt County High School as their Instructional
Technology Specialist and the district E-Rate Account Manager. Christy Dryden is assigned to
Charlie A. Gray Junior High and Cindy Walsh is assigned to Okapilco Elementary and WJW
Middle School. Cindy is the only specialist assigned to an elementary because of a grant that the
school received. The department created the SOUNDER Academy as a technology resource to
assist the elementary schools with technology help because they do not have a technology
specialist assigned to each one. These schools have a teacher leader who volunteered to be the
technology resource and attend professional learning sessions on a Saturday outside of school
hours to collaboratively support fellow educators to transform learning and teaching. If there is a
situation that they cannot resolve, then the point of contact will be any of the three Instructional
Technology Specialists.
My recommendation is for the district to hire more Instructional Technology Specialists
because the system is large and has many schools. The SOUNDER Academy is a great resource
but those teacher leaders who volunteered cannot always be available. When working in their
assigned schools the specialists get calls on a continuous basis from the other schools in the
system when a problem arises, or a teacher needs help with technology and integrating
technology into their class. They are professional and work hard to make sure that all
stakeholders in the system are supported but they wear many hats. They have many duties and
responsibilities. One of the specialists I interviewed is an Academic Coach and teaches classes
when needed. She is a certified Instructional Technology Specialist but does not work in the
Technology department as one of the three the district employs as a specialist.
Appendix A – Interviews
Interview of Instructional Specialist – Cindy Walsh
1. Name of technology coordinator being interviewed.
Cindy Walsh
2. What is your title?
I am an Instructional Technology Specialist for Colquitt County Schools. I am primarily
housed at Williams Middle School but I. also serve Okapilco Elementary school
3. What type of degree is required for your position?
You must be a certified Georgia educator in any K-12 field.  A degree in instructional
technology is very beneficial and highly recommended but not required.
4. What are your job responsibilities?
My job responsibilities include providing guidance and support in promoting the use of
technology in student learning. I help the teachers with integrating technology into their
classroom instruction that supports the Georgia Standards of Excellence and that
promotes student engagement and increased student achievement. 
I am also responsible for designing and leading any professional learning that is relevant
and hands-on for the schools I serve in addition to training and supporting the teachers on
any county purchased software or district initiative.
 Another responsibility I am tasked with is helping the media specialists from all schools
in our county gather the technology equipment inventory from their school site, then I
upload each one to the State Department of Education at the end of each school year. 
My department is also tasked with the duty of assuring that each school site teaches the
appropriate digital citizenship requirements. 
I also assist the school contact with maintaining and updating their school website.
I primarily serve Williams Middle School, but due to a Digital Learning Grant awarded
to Okapilco Elementary school, I am required to serve them for designated hours
according to the grant specifications.
And other duties as assigned.
5. How are you meeting the needs of faculty and staff during the transition to remote
learning this semester?
I have assisted the faculty and staff during this remote learning period with training on
the use of Google Classroom to house their digital content and Google Meet to talk and
interact with their remote students through the web.
I have also worked with them on converting paper content to digital format that can be
placed in Google Classroom for student work. 
I also support them by troubleshooting issues with the use of technology software and
equipment that they use in their daily instruction such as chromebooks, Smartboards,
document cameras, webcams, etc. 
6. How are you meeting the remote learning needs of students and parents?
We are meeting the remote learning needs of students and parents by providing
chromebooks for students to take home as needed and as they are available.  
We also answer any questions for parents and students as needed to assist them with
online learning. All this together allows the students to access their teacher’s instructional
materials digitally from home for remote learning. 

7. What are typical daily activities for your job?

A typical day includes:
1. Assisting a teacher(s) who needs a particular digital resource on the fly for
their lessons.
2. Assisting a teacher with the technology they need for the day’s instruction
because it isn’t working properly, or they don’t remember how to do something.
3. Answering any technology related questions that may arise from teachers,
students, and parents.
4. Training or assisting any new teacher or para that may have taken over for
the teacher of record, whether the teacher is out sick, out on quarantine, or has left
the position.
5. Other duties as assigned.
8. Do you have a budget that you control? How do you make decisions on selecting
resources for your stakeholders?
I do not have a budget that I control, but I am routinely asked to help research appropriate
resources that will fit the needs of the school or teachers that I serve.
9. Have you had an opportunity to impact technology implementation throughout your
school? Would you describe a specific example?
 I have had an opportunity to impact technology implementation at my school by
providing the training necessary to get our teachers onboard with using the G Suite for
Education productivity tools.  These tools include Google Docs, Sheets, Slides, Forms
and especially Classroom. Training the teachers on these tools gave them the necessary
skills needed to provide online instruction for their students using the free Google tools.
Also, I was involved in the chromebook roll-out implementation at the middle school as
well as at Okapilco elementary at the beginning of the remote learning period.
10. Does your school have a technology committee?
No, my school does not have a technology committee, but there is one at the county level.
11. How are technology decisions made?
Large technology decisions are made at the district technology office, usually a
collaborative decision between the Technology Director and the Network Administrator
and their departments as needed. Small technology purchases are made locally at the
school by the principal.
12. What is the best part of your job?
The best part of my job is knowing that I helped my fellow teachers when they are in
need.  Whether I helped them use technology to enhance their lessons or I just answered a
simple question, they are always very appreciative, and it is a good feeling knowing I am
able to help them in any way I can.
13. What do you find to be the most challenging part of your job?
The most challenging part of my job is trying to give help to all who need it at any given
time and not having all the answers.  Sometimes there just isn’t enough time in the day to
help all the teachers who seem to need help all at the same moment, and it is also
frustrating when I don’t have all the answers to help them with whatever they may need.

Interview of Instructional Specialist – Paula Wyatt

1. Name of technology coordinator being interviewed.
Paula Wyatt
2. What is your title?
Academic Coach and Instructional Technology Specialist for Okapilco Elementary
school
3. What type of degree is required for your position?
A teaching certificate in any K-12 field is required. A degree in instructional technology
is very beneficial and highly recommended but not required.
4. What are your job responsibilities?
My duties and responsibilities primarily focus around supporting teachers by helping
with the “what” of teaching. I help teachers use the national, state and district curriculum
standards to plan and deliver instruction and assessment. As a coach, I collaborate with
and support teachers in using the curriculum and assessments to analyze students'
strengths and target areas for improvement. Most importantly, my teachers and I work as
partners to increase student achievement and meet SIP goals. My other duties include
supporting and assisting with student centered instruction; promoting the use of
technology in instruction; analyzing, collecting, and using data to make informed
 decisions about instruction and school wide goals; delivering ongoing professional
development; and assisting with district-wide, and state, diagnostic and benchmark
assessments. And, of course, any other responsibilities as assigned to me.
5. How are you meeting the needs of faculty and staff during the transition to remote
learning this semester?
As part of my duties, I am the remote learning coordinator and oversee all remote classes.
I am currently teaching K and 2nd grade remotely as well. I have assisted the faculty and
staff during this remote learning period with training on the use of Google Classroom and
Google Meet. I also support them by troubleshooting issues with the use of technology
software and equipment that they use in their daily instruction.
It’s also important to support the social-emotional needs of my teachers now more than
ever. As an instructional coach, teachers look to me for answers and emotional support
during this time. Sometimes, that involves just an opportunity to “download” or vent
(they need someone to listen, even if I do not have an answer).They want to know what
they have the ability to do from home and how to do it, what creative solutions they can
implement when teaching virtually, and how they will make all of this work best for our
students.
6. How are you meeting the remote learning needs of students and parents?
My school is meeting the remote learning needs of students and parents by providing
chromebooks, and support for these devices, for students to take home. This was
accomplished through a federal grant that we were excited to receive. In addition, we are
providing Kajeets (wireless smartspots) at my school. Kajeets provide wireless internet
for those students who do not have access to the internet at home. It is important to
maintain open lines of communication with our parents. We communicate with our
parents using REMIND. Remind allows us to send messages, digital documents, etc.
about remote learning resources and updates to our parents as needed..
7. What are typical daily activities for your job?
My duties and responsibilities change day by day based on staff and student needs.
Assisting teachers and staff with digital learning resources and devices; answering
technology related questions that may arise from teachers, students, and parents and
academic coach duties as assigned to me through my administration.
8. Do you have a budget that you control? How do you make decisions on selecting
resources for your stakeholders?
No, I do not. Along with the other members of our school leadership team, we make
decisions about needed resources.
9. Have you had an opportunity to impact technology implementation throughout your
school? Would you describe a specific example?
Yes, I have. Our school received a federal grant last summer which allowed us to
purchase Chromebooks for all students in grades 2-5. I was on the committee that rolled
out these devices and continue to support their implementation.
10. Does your school have a technology committee?
 No, my school does not have a technology committee.
11. How are technology decisions made?
Large technology decisions are made by the county technology director. School level
decisions are made by our principal with input from the leadership team.
12. What is the best part of your job?
Without a doubt, working with teachers and students. Everyday presents new challenges
and I love meeting challenges head on. Teaching is a tough job, now more than ever, but
it is one where you can make the most impact in another person's life.
13. What do you find to be the most challenging part of your job?
My own personal feelings of doubt and/or apprehension about my abilities. Sometimes, I
am my own worst enemy so to speak. For example, I question what else could I have
done to help? What could I have done better or differently? I truly believe that self
reflection is crucial in order to continue to grow professionally.

Interview of Instructional Specialist – Randi Brown

1. Name of technology coordinator being interviewed.
My name is Randi Brown.
2. What is your title?
I am an Instructional Technology Specialist for Colquitt County Schools. I work at the
district level which means that I work on districtwide technology projects, but I am also
assigned to help at our high school.
3. What type of degree is required for your position?
The minimum degree required is to have a bachelor’s degree with a T-4 Teaching
Certificate which I have for Elementary Education. However, I also have a master’s
degree in Reading Instruction and Curriculum as well as a Specialist degree in
Instructional Technology. I have a gifted endorsement, and I have Tier II Leadership
certification.
4. What are your job responsibilities?
My main job responsibility is to provide support for schools in the integration of
technology in the classroom. This includes providing staff development opportunities for
all staff in computer applications, internet activities, video conferencing, publication
design, and online productivity related to curriculum. I also assist teachers in improving
instruction with the use of technology in the classroom, and I advise in technology
purchasing decisions. I am a district account administrator for several of the online
 platforms that we use such as Google, Microsoft Office 365, Infinite Campus, Edgenuity,
and Campus Suite, so I have been a part of the implementation, integration, and training
processes for those programs. In additional to those duties, I am also the district E-Rate
account administrator. I work with our network services department to file and receive
federal funding to pay for our internet service and internal connections necessary to
provide broadband connectivity for our schools.
5. How are you meeting the needs of faculty and staff during the transition to remote
learning this semester?
I have done extensive training with teachers and other staff members on the use of the
devices and programs that we provide as a district for staff and students. This training
was mostly done face to face, but some of it was done through online meetings. It also
included websites with step-by step directions and video instructions. At the high school
level, we have been using Chromebooks, Google Workspace (used to be G Suite for
Education), Microsoft Office 365, and Edgenuity. All academic teachers were provided a
touchscreen Chromebook to use in their classroom or for remote teaching. I am also
available by phone and email for assistance with any of the aforementioned items as well
as troubleshooting.
6. How are you meeting the remote learning needs of students and parents?
We have provided Chromebooks for students who have chosen to participate in remote
learning instead of face-to-face learning. A video presentation with basic directions and
instructions for use had to be watched by the student and parent/guardian before the
Chromebook could be checked out by the student. The parent/guardian also had to sign a
form saying that they would be responsible for the use of and any damages to the
Chromebook. For troubleshooting, students and parents/guardians are required to contact
the student’s teachers at their school for assistance. We do not have enough staff
members in my department to be a direct help line for all students and parents/guardians.
Therefore, we have provided teachers with basic information on how to help when they
are contacted.
7. What are typical daily activities for your job?
My schedule varies greatly from day to day and can depend on my location. I am at the
high school one to four days out of the week and at the district office the remaining days
each week. I have to check my email periodically throughout the day because that is
often the easiest and fastest way for teachers to contact me due to their schedules, and it
is an easy and fast way for me to respond with help. When I am at the high school, I try
to spend the majority of my time on the instructional part of my job which includes
training and technology integration help. I generally do training and/or help sessions
with teachers during their planning periods. This training may be with individual
teachers or individual subject area groups during just one planning period, or it can be
repeated every planning period with a different group each time. When I am at the
district office, I work on more administrative activities. I create training resources,
participate in meetings, troubleshoot issues, schedule trainings, work on E-Rate, and
work on district technology related projects.
8. Do you have a budget that you control? How do you make decisions on selecting
resources for your stakeholders?
I do not control a budget for Instructional technology, but I do control a budget for our E-
Rate purchases. Our budget is renewed on a five-year basis and is determined by several
 factors including the number of full-time students we have as well as the percentage of
students who eat free or reduced lunch. I work with Greg Ponder who is our director of
network services to determine what we need to purchase to keep our internet and network
infrastructure working.
9. Have you had an opportunity to impact technology implementation throughout your
school? Would you describe a specific example?
Absolutely! I have worked as an instructional technology specialist for nine years in this
district, and I have had many opportunities to do this. During this time, I have gone
through several new technology implementations and/or migrations including online
productivity platforms, VOIP phones, and website changes. One of the biggest
implementations I participated in was when we moved to Google and started using cloud
services. We had everything on in-house servers including our e-mail. I helped
determine the specifications for our entire account creation and management settings with
Google. I assisted with our email migration as well as training for all staff and students.
It was a huge shift and learning curve for many people.
10. Does your school have a technology committee?
The high school does not have a technology committee. There is an assistant principal
over curriculum and technology, and she works with me as well as the school media
specialists.
11. How are technology decisions made?
There really isn’t a clear procedure for how technology decisions are made at this time.
Currently, some technology decisions are made at the district level. We do have a
director of instructional technology and information services as well a director of network
services, and I do have input on technology decisions. However, individual school
principals are also allowed to make many technology decisions. We have a new
superintendent who will start in a few months, so the process for how technology
decisions are made could change.
12. What is the best part of your job?
There are several great things about my job, but I have to say the best part is that it is
never boring. My job is always changing based on districtwide initiatives, individual
school initiatives, and updates with the technology and/or programs. I get to build
relationships with teachers and students at all levels, and I feel like what I do truly
impacts the learning that takes place every day in our schools.
13. What do you find to be the most challenging part of your job?
The fact that my job is always changing is also the most challenging part of my job. It
can be very difficult to keep up with all of the trends and changes with technology. Also,
we only have three instructional technology specialists to serve fourteen schools, over
nine thousand students, and almost fourteen hundred staff members. It can be easy to get
overwhelmed, but I do try to stay positive and flexible.
Appendix B – Observation of Training

Instructors: Christy Dryden and Randi Brown

Training Observed: SOUNDER Academy
Date Observed: February 20, 2021

SOUNDER Academy
The system designed this technology resource to assist the Elementary schools with technology
help because the elementary schools do not have a technology specialist assigned to each one. 
The program is the Sounder Elementary Academy.  A Sounder is a Colquitt County Educator
whose goal is to help build the capacity of our instructional staff to personalize learning through
instructional technology. They are elementary teacher leaders who are willing to work
collaboratively to support fellow educators to transform learning and teaching. Participants learn
about coaching others, engaging learning, and gain in-depth knowledge of CCS digital learning
programs. The teachers learn about different technology programs each time they meet and
redeliver to the staff at their schools and act as point of contact for help with technology needs.

Observation Notes:
 Participants introduced themselves and made me welcome.
 Instructor provided opening instructions and presented the agenda for the day.
 Participants started the training with a pre-test.
 Lesson was presented using interactive activities.
 Participants were working together in pairs and were engaged.
 Participants were helping others if a question was asked.
 Instructors were also available to participants if help was needed.
 Each participant used laptop computers, one for information and one for creating Google
Site.
 Participants learned about coaching others, engaging learning, and gained in-depth
knowledge of CCS digital learning programs.
 Participants were compensated with a stipend.
Appendix C – Pictures of SOUNDER Academy Observation