Running head: TECHNOLOGY PLAN 1

Technology Plan for 1:1 Integration

Heather Brown, Adrienne Phelps, & Amanda Toelle

EDUC 638: Leadership in Educational Technology

Liberty University

Dr. David Holder

July 17, 2018

Collaborative Technology Plan Overview

TECHNOLOGY PLAN 2

Committee Members
Include a brief rationale for why it is important to involve individuals in these positions.

Our committee will include the following members:

● District Superintendent: The Superintendent is responsible for setting the overall tone
and leading the committee, and is accountable to the School Board.
● District Technology Coordinator: This individual has the unique skill set to implement
technology plans according to best practice for classroom management and instructional
design, as well as current technology advancements (Masullo, 2017).
● Technology Specialist from each school: This person is the point person for the
implementation of 1:1 technology across the district. He or she (or a designee) plays an
operative role in overseeing the logistical and pedagogical preparation for the integration,
as well as compiling data and reviewing feedback throughout the process.
● Principal or Vice Principal from each school: The school administrator will
collaborate directly with his or her respective Technology Specialist to make school-
specific decisions for implementation and to review data related to the 1:1 integration.
● Classroom teacher representatives: Approximately one-eighth of teachers from each
school will participate in the committee to represent their constituents, as well as to be
equipped and empowered to lead peer PLCs related to the proposed technology goals.
Principals will invite teachers to participate and, as needed, screen interested teachers or
personally ask individuals to join. This will provide an invaluable classroom teacher
perspective to the discussions on proposed technology developments. Furthermore,
procuring teacher buy-in during the planning phase will aid in the process of
implementing new ideas.
● District Director of Public Relations and District Financial Consultant: According to
Whitehead, Jensen, and Boschee (2013), the process of implementing new technology
plans should involve a wide variety of professional leaders, such as these two roles.
● Parent Representatives: One or two parent representatives per school will participate in
planning in order to “provide an avenue for parental viewpoints and contributions”
(Whitehead et al., 2013, p. 41).

Mission
75 words or less- State the technology vision of your school district and the expected outcome as
it relates to 21st Century Skills for all school / district stakeholders.

Our mission is to provide a technology-rich environment for every student in order to promote
district-wide equity. Technology shall be implemented in all schools to provide relevant,
rigorous learning, develop technological related skills, and create collaboration opportunity.
Ultimately, this will enrich the learning process in order to prepare students to be 21st century
global leaders.

Vision
75 words or less- State the technology vision of your school district and the expected outcome as
it relates to 21st Century Skills for all school / district stakeholders.
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The vision of our school district is to use our access to technology to prepare students to be 21st
century global leaders. The appropriate use of technology will:
● Encourage collaboration, creativity and critical thinking
● Prepare students to be college and career ready
● Foster digital literacy for personal and academic success
● Develop lifelong learners

Value Statements
Develop 3-5 value / belief statements as they relate to educational technology and student
achievement / 21st Century Skills.

We value:
● Equal access to learning. Technology tools remove barriers to success and unlock
student potential.
● Global citizenship. Effectively integrated technology fosters global interconnectedness,
cultural appreciation, and real-world preparation.
● Student empowerment. With differentiated, engaging content at their fingertips,
students take ownership for their learning.
● Collaboration. Curriculum-relevant technology aids teacher-student mentorship, peer-
to-peer interaction, and community connection.

SMART Goal #1
Related to: Infrastructure and Learning Spaces Including the Need for Enhanced Broadband /
WiFi

The goal for the 2019-2020 school year is to create a school environment where all students,
administrators, and staff are provided 1:1 devices to increase fluency in the use of digital
technology. The district will provide access to the network by purchasing and installing tri-band
wireless access points in all buildings with 2.4, 5, and 5 GHz ranges (EnGenius, 2018) to allow
for 2.2 gbps bandwidth to support the current 7,889 users and anticipated increase in enrollment
and hiring (Bleiberg, 2016). This will allow for the current recommended minimum of 1 Mbps
pers person with the ability to gain more. To do this, each room will have a wifi access points
installed to ensure constant connectivity.

Strategies to Support Goal #1

Strategy 1: By December 1, 2018 all Technology Specialists will submit an inventory of all
existing broadband connections and servers, as well a floor plan of the building with the current
locations marked on them. After all information has been gathered, District Specialists will
conduct walkthroughs of all buildings to determine what can be used and what upgrades will be
needed. The inspections will be completed by March 1, 2019.

Strategy 2: Within two weeks after the end of school, all cables should be run throughout the
buildings and all wifi access points and other hardware should be purchased and on hand for
installation. Any necessary modifications to classrooms and installation of all materials and
hardware should be finished and ready for testing by July 22, 2019.
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Strategy 3: Before return of faculty, Technology Specialists will run diagnostic tests and correct
any issues that may arise. Throughout the 2019-2020 ongoing testing and modifications will be
completed as needed.

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

Critical Thinking)
Identify the skills addressed and include a brief statement of how the acquisition prescribed in
the goal/strategies will enhance the identified skill(s).

It has been proven that technology can enhance student achievement, provide access to
information from around the world, and raise students’ self-esteem (Whitehead et al., 2013, p.
81). To utilize this technology, students need to have continuous connectivity to the network. By
ensuring quality high-speed internet connectivity and wifi routers in every room, every effort
will be made to eliminate dead zones - that is, areas that lack connectivity. Once quality
connectivity has been established, students and educators alike will collaborate, communicate,
and find infinite ways to be creative through use of the network/internet.

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

Sources from the LU Library Databases) 2-3 Paragraphs

An educators job is to prepare students for the 21st century environment that they will be living
and working in. What does a 21st century learning environment look like? Learning the the 21st
Century classroom can happen in many ways, but undoubtedly, it must include technology
(Donovan, Green, & Mason, 2014, p. 166). To utilize the technology on hand to the maximum
capability, students will need continuous and reliable access to high speed internet. The FCC
conducted research and concluded that two-thirds of publics schools do not have adequate
internet speeds for student use (Fung, 2014).

For technology integration to be successful, school districts will have to implement strategies
that will boost internet speed and reliability. According to an article by Marwell (2013), experts
agreed that by 2017, students would need one gigabit of speed for students to be able to take
advantage of the internet. Broadband connectivity offers the most efficient high speed internet
option while wifi access points in every classroom means there will not be any dead space within
the building. This implementation will allow for continuous utilization of 21st century learning
throughout all classrooms in every building.

Expected Outcomes in Terms of Student Learning / Achievement

With access to reliable high speed internet, a whole plethora of outcomes become available. An
infinite amount of global information will be readily available at the fingertips of every student.
At lower grade levels, students will be able to access programs such as IXL that offer platforms
for learning, assessment, and collaboration in ways such as games. Middle and high schools will
benefit in a deeper more meaningful way. Students will be able to research for problem solving
and content, collaborate using programs such as Google Docs, and take virtual field trips.
TECHNOLOGY PLAN 5

Evaluation Measures (Include Job Titles of Persons Responsible)

Teachers will complete a quarterly survey on the speed of connectivity and how well the
technology is linking up. If any issues arise during the in between times, teachers will submit
help desk requests to the school Technology Specialists. Technology Specialists will then
communicate with Principals and Vice Principals as well as District Technology Representatives
to discuss ongoing issues and progress throughout the year. District IT will communicate any
and all issues with the Superintendent as needed to ensure that all stakeholders are up to date and
any needs may be met as they arise.

SMART Goal #2
Related to: Student Learning Outcomes and the Use of Specific Devices

Throughout the first year of 1:1 use of Chromebooks, students will have access to age
appropriate technology tools in the classroom to develop their 21st century learning skills to
support college and career readiness and lifelong learning. Administration will require minimum
of three lesson plans designed with appropriate use of technology to be observed and followed
up with a reflection by the teacher in the first school year.

Strategies to Support Goal #2

State 2-3 Strategies to Support Goal 2.

Strategy 1: During the 2018 - 2019 school year both teachers and student, will attend
professional development and training to orient the Chromebooks and available applications.

Strategy 2: Students will have repeated access to technology tools such as Gmail, Calendars,
Google Apps, and Video Conferencing as appropriate by age. The repeated incorporation of
technology tools and intentional research situations that provide online access to resources and
information will increase the confidence of the students when using educational technology
tools.

Strategy 3: Chromebooks will be used to support teacher use of digital classroom management
systems and online learning communities to include digital assessments. The use of these tools
across the district will support not only the students but staff and administration in the transition
to a 1:1 environment. Digital assessments and online learning communities provide rapid
feedback to the students and familiarize them with the fast-paced environment of the college and
career world.

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

Critical Thinking)
Identify the skills addressed and include a brief statement of how the acquisition prescribed in
the goal/strategies will enhance the identified skill(s).

Transitioning to a 1:1 Chromebook district addresses all of the 21st century skills listed above.
The chosen platform, Google Apps for Education, uniquely address these four skills at each
grade level. Google Apps for Education creates avenues for teachers to allow students to
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connect with one another in the classroom and those across the world, provides opportunities for
critical thinking, design and participation (Goodwin, Main, McCredie, 2015). The
aforementioned skills are all part of what society is looking for in a multiliterate, 21st century
learner. “Technology has become the means through which we interact, engage, and create in
our world” (Whitehead et al., 2013), and we must provide our students the tools to engage and
master these skills.

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

Sources from the LU Library Databases) 2-3 Paragraphs

Research proved that Chromebooks were the best choice for this school district. Cost was the
first indicator Chromebooks were the right choice for this 1:1 transition but, there were several
other benefits that solidified this decision. Some of the attributes of Chromebooks that stand out
among the other choices were built-in keyboard, quick start-up process, no additional software
installation, which will be a major help at deployment time, and they update themselves so
maintaining proper functionality will be simpler (Ullman, 2015).

Prior to issuance of the Chromebooks, during the 2018 – 2019 school year, both teachers and
students will receive training on the maintenance and usage of the books. Simply purchasing
and issuing technology, without proper training and development, will not yield the same results
as the appropriate use of technology is capable of achieving. Teachers and administrators alike
must receive instruction on best practices for incorporating technology into instruction:
“Integration of technology to instruction requires a more sophisticated set of skills than one can
easily think” (Sahin, Top, & Delen, 2016, p. 361). In addition to professional development
regarding maintenance and usage, teachers will be trained on available applications and age
appropriate tools available from Google Education and other applications. In order for the tools
to be effective, “teachers must facilitate students’ use of these tools for authentic purposes and
help them work through collaborative problems as they arise [and] they must also create a
learning environment that students can use flexibly to best suit their learning purposes with
digital tools” (Gierhart & Brown, 2018, p. 25). The applications available for student use will
extend the opportunity to expand their 21st century skills such as collaboration, critical thinking,
communication and decision-making skills. The opportunity to use digital assessments also
supports the development of these skills and build their confidence and self-esteem
(Palaigeorgiou, & Grammatikopoulou, 2016).

The use of Chromebooks and Google applications supports the mission to prepare students to be
college and career ready. After research done by ours and many other districts, it was
determined that Google Apps for Education was the proper tool to achieve this goal (Ullman,
2015). Ultimately, 1:1 integration will provide “equitable access to learning resources” and
create “collaborate learning opportunities” for students (Varier, Dumke, Abrams, Conklin,
Barnes, & Hoover, 2017, p. 969).

Expected Outcomes in Terms of Student Learning / Achievement

Students will have access to Chromebooks daily. Therefore, they will become more fluent in the
use of technology, which in turn, will develop their 21st century learning skills. Using
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technology for assessment also reduces the amount of time students wait for teacher feedback.
With formative assessments, rapid feedback is significant because it informs both the teacher
and learner of needed improvements and strengths in a useful time frame. Achievement will be
affected by the ability to tailor learning for a more personalized, involved learning experience:
“Meaningful student involvement allows students to apply essential ‘soft skills’ learning to real
world issues that affect them everyday” (Fletcher, 2016).

Evaluation Measures (Include Job Titles of Persons Responsible)

Required technology lesson plans – Principal will observe and evaluate

Student engagement – Teachers will evaluate student learning as compared to previous data prior
to 1:1 implementation – Classroom teacher
State Exam data – Principal
Teacher Surveys on ease of use and adaptability– IT department and Technology
Implementation Team
Teacher Surveys on training received– Technology team

SMART Goal #3
Related to “Connectedness” / Interaction (Online [Social Media] & Face-To-Face—Student-To-
Student; Student-To-Expert; Student-To-Teacher; Teacher-To-Teacher; Teacher-To-Expert; etc.
/ Public Relations

During the 2019-2020 school year, all students and staff will develop and maintain an online
presence for academic purposes using a tool such as KidBlog or Twitter in accordance with
ability level and provided with developmentally appropriate guidance. Teachers will introduce,
publicly post, and periodically review the student-friendly version of the school district
Acceptable Use Policy (AUP), which specifies that social media will be solely used for
educational purposes. Students, teachers, and administrators will interact with the tool at least
weekly and have at least 90% participation in district-wide accountability initiatives with the
goal of increased involvement in local and global communities.

Strategies to Support Goal #3

State 2-3 Strategies to Support Goal 3.

Strategy 1: The Technology Committee will plan and oversee monthly incentives to encourage
district-wide innovative interaction with Chromebooks. Classes may compete to discover the
most unique new app, while another month may be focused on achieving at least a certain target
number of social media engagements per grade level. With these fun incentives, students will be
encouraged to approach technology with enthusiasm, creativity, and professionalism. When
possible, these incentives will coincide with the district-wide use of the digital citizenship
curriculum from Common Sense (n.d.b).

Strategy 2: Members of the Technology Committee will design and present monthly evening
training events for parents related to digital literacy, such as accessing the online grade book
and maintaining a healthy use of social media, including how to follow the district accounts. At
TECHNOLOGY PLAN 8

least one parent committee member will be involved in the planning for each month. Each event
will also celebrate technology achievements and highlights from the previous month with
presentations from students. Healthy refreshments will be provided.

Strategy 3: Each teacher will select (or empower students to select, depending on maturity level
of students and teacher preference) an app or web tool focused on global connectivity to foster
cultural awareness. Apps could include PenPal Schools or ePals to communicate with other
students around the world, Expeditions to go on virtual international field trips, or One Globe
Kids to learn factual information about life in other places (Common Sense, n.d.a). App
downloads will be approved at the school level by building Technology Specialists.

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

Critical Thinking)
Identify the skills addressed and include a brief statement of how the acquisition prescribed in
the goal/strategies will enhance the identified skill(s).

Student use of online web tools will create pathways for communication and collaboration
with their fellow students, teachers, and the larger community, perhaps even internationally.
With mentoring and well-crafted learning experiences, students will discover their voice
(Whitehead et al., 2013) and refine their ability to interact with others as growing pre-
professionals. Students will create content intended for interaction with their peers and beyond.
Technology also enables teacher monitoring and strategic involvement while students become
more independent, collaborative learners (Varier et al., 2017).

Furthermore, monthly district-wide incentives will be intentionally designed to correlate with

21st century learning skills. Goals such as international connectivity will foster cross-cultural
communication. Other incentives will relate to creativity, such as posting expressive blog
posts, designing digital posters, or creating videos (TeachThought, 2017). Students will develop
foundational critical thinking skills as they synthesize information to share online, evaluate web
content, and practice cyber safety. In their PLCs, educators will discuss ways to extend these
monthly themes for further learning and effective technological integration.

Rationale Including Research to Support Goal #3 and Strategies (Include a Minimum of 2

Sources from the LU Library Databases) 2-3 Paragraphs

Student creation of online content helps develop key communication skills, involves their
parents and local constituents in their learning, and connects them beyond their classroom to a
global community. Using Edublog or a similar resource gives students an age-appropriate
opportunity to publish authentic content, review and comment on peer work, and receive
feedback from teachers and others (Morgan, 2014). Teachers must keep in mind, however, that
the integration of technology must have an intentional curricular focus: “Blogging simply for the
sake of blogging will lead to few academic benefits” (Morgan, 2014, p. 381). International
connectivity achieved through the online presence, as well as cross-cultural apps and programs,
will not only grow students academically, but also prepare them to be global citizens.
TECHNOLOGY PLAN 9

Additionally, parents will be involved in communication as they see student content posted
online and receive training during evening events. According to a study by Holen, Hung, and
Gourneau (2017), families should be seen as central contributors to the larger learning
community. Parent representatives will be included in the Technology Committee, and efforts
will be made to promote maximal familial involvement through web tools, such as a district
social media account run by the district Director of Public Relations and monthly parent
trainings coordinated by members of the Technology Committee.

Expected Outcomes in Terms of Student Learning / Achievement

One of the most significant outcomes of 1:1 integration will be student ownership of their
learning: “1:1 initiatives have been found to support the transition to learner-centered
classrooms” (Varier et al., 2017, p. 969). Teachers will structure classroom environments so that
students receive more differentiated instruction (Varier et al., 2017). Students will engage in
hands-on activities, growing their confidence in using tech tools for both discovery and
expression. Research has shown that effective use of 1:1 technology leads to increased
creativity, organization, and independence (Varier et al., 2017).

Students will also encounter the value of connection within the local and global communities.
As they produce and publish content to be shared with peers, parents, and beyond, they will
develop not only personal style, but also awareness of what is worth sharing and the best
methods for doing so. Moreover, international connection through online interaction and
intentionally selected apps will foster a growing sense of cultural awareness and appreciation.
Through all of this, teachers and school technology leaders will provide direct instruction,
developmentally appropriate scaffolds, and ongoing support to equip students for success.

Evaluation Measures (Include Job Titles of Persons Responsible)

● September 2019: Teachers provide evidence of student online presence to school

Technology Specialist.
● March 2020: Technology Specialists will compile records of cross-cultural connectivity
based on information gathered from classroom teachers.
● June 2020: At the conclusion of the first year of implementation, teacher feedback will
be generated in teacher PLCs, collected and reviewed by Technology Specialists, and
shared in summary with the Technology Committee.

Professional Development Plan for Each Goal / Strategy

During the 2018-2019 school year, all faculty members will participate in monthly district-wide
professional development workshops related to 1:1 integration and web 2.0 tools led by the
District Technology Coordinator and the School Technology Specialists and based on a Strategic
Professional Development assessment (Whitehead et al., 2013). All teachers and administrators
will also engage in extended discussion in Professional Learning Communities (PLCs) led by the
teacher representatives on the Technology Committee. The District Technology Coordinator and
the Technology Specialists will develop discussion prompts and provide support to the
Technology Committee members as they lead these groups. During the 2019-2020 school year,
TECHNOLOGY PLAN 10

these PLCs will provide ongoing peer support for troubleshooting, continued discussion, and
program evaluation.

Goal 1

During the teacher training week before the 2019-2020 school year, teachers will be trained on
troubleshooting wifi connection issues as well as how to submit help desk slips and surveys.

Goal 2
Teachers enroll in five-week online course for district educators provided by Google and
purchased by the district the summer prior to deployment, June 2019. Prior to the start of school,
Google will provide Google Apps PD for all teacher. Teachers will be introduced to age-
appropriate engaging applications.

Goal 3

In the professional development workshops and PLC groups, teachers will receive relevant
training on topics related to this goal, including web 2.0 technology, suggestion apps and online
tools for cross-cultural connectivity, and web safety. In the subsequent year, teachers will have
the opportunity to share their experiences with the district-wide incentives, parent involvement,
global connections, and the 1:1 integration overall.

Timeline for Implementation of Each Goal / Strategy

2018-2019

Fall 2018 - Monthly professional development workshops related to one-to-one technology

begin and teacher PLCs are formed. [Goal 3]

December 1, 2018 - Technology Specialists will have completed an inventory of all existing
broadband connections and servers, as well a floor plan of the building with the current locations
marked on them. [1]

Spring 2019 - Professional development workshops and teacher PLCs continue through the
semester. [3]

February 1, 2019 - District Specialists conduct walkthroughs of all buildings to determine what
can be used and what upgrades will be needed. The inspections will be completed by March 1,
2019. [1]

April 2019 - Chromebooks order is placed. [2]

June 2019 - Teachers enroll in five-week online course for district educators provided by Google
and purchased by the district. [2] All cables will be run, and wifi routers and other hardware will
be on hand and ready for installation. [1]
TECHNOLOGY PLAN 11

July 2019 - Chromebooks are delivered by Google implementation team to individual schools
based on a preset schedule. Administrators and technology teams will be present to check
inventory upon delivery. [2]

July 22, 2019 - All modifications will be completed and ready for testing. [1]

Mid August 2019 - All tests will be completed and fixes made. System will be ready for use
when teachers arrive. [1]

August 2019 - Pre-planning, two days of onsite Google Apps PD provided by Google.
Administrators and school technology team will issue carts and Chromebooks to the classrooms.
During this time, teachers will enroll in G Suite for Education using their existing machine. [2]
PLCs will meet at least once before the students’ first week of school .[3]

2019-2020

First week of school - Teachers will be assign Chromebooks to students in their rooms, scanning
into database to keep track of inventory and condition of machines. [2]

Second week of school - Students will attend training provided by media specialist and Google
startup team on maintenance, usage, care and available apps. [2]

Weeks 3 and 4 - Google Apps team is available onsite for teacher support as instruction begins
to transition into 1:1 environment. [2] With the guidance of teachers, students will develop an
online presence using a tool like KidBlog or Twitter. Teachers provide evidence of participation
to Technology Specialists. [3]

September 2019 - Monthly district-wide technology incentives begin. Technology Committee

members plan and host the first parent technology celebration night, continuing monthly
throughout the school year. [3]

October 2019-June 2020 - Monthly district-wide technology incentives and parent technology
celebration nights continue. [3] Technology committee meetings include a review of past
activities and feedback, as well as planning for upcoming events. [3] Teacher professional
development seminars and PLCs meet regularly throughout the semester. [3]

December 2019 - Teachers will submit self-reflection on their implementation of Google

Education Apps and other technology lessons in the classroom. Also, teachers will submit data
comparing formative and summative assessments to previous years data to evaluate student
achievement. [2]

January 2020 - Teachers will be encouraged to select and implement a technology tool
specifically focused on global connectivity if they have not done so yet. [3]

February 2020 - Teachers must have the required three lessons designed and taught by the end of
this month. [2]
TECHNOLOGY PLAN 12

March 2020 - Principals will meet individual teachers to discuss lesson implementation and use
of Chromebooks. [2] Teachers provide evidence of cross-cultural/global connection from their
classroom to their respective Technology Specialists and Principals. [3]

May 2020 - Teachers will submit data comparing formative and summative assessments to
previous years data to evaluate student achievement. School Improvement Team and Leadership
Team will disaggregate state test scores and other data to discern differences and improvements
in learning and achievement. [2]

June 2020 - PLCs meet for the last time of the school year. Each PLC completes a feedback
form related to the function of the PLC itself, as well as suggested topics for future professional
development and noted gaps in the program. Technology Specialists will review this feedback
and share with the Technology Committee at the next meeting. [3]

Itemized Budget for Each Goal / Strategy

Goal 1
● 1000 ft Solid Cat6A Blue Ethernet Cable, 10GB, Spool
○ 10 x $223.38 = $2,233.80
● Platinum Tools EZ-RJ45 CAT6 Connectors 100 pcs
○ 10 x $62.26 = $622.60
● Ubiquiti 48 port L2 gigabit PoE+ switch with hot swap PSUs
○ 10 x $599.00 = $5,990.00
● Ubiquiti UniFi Switch 16 port (150W)
○ 10 X $299.99 = $2,990.00
● EnTurbo Tri-Band 11ac Wave 2 Indoor Wireless Access Point
○ 500 x $189.00 = $94,500
Total = $106,336

Goal 2
● HP Chromebook 14 G5 3UZ96UT#ABA 14 Inches - $309.00 x 7,450 students =
$2,302,050.00
● Management License per device: $30.00 x 7,450 devices = $23,500.000
● Chromebook White Glove Service (setup prior to delivery): 7,450 devices x $10.00 =
$74,500
● Charging Cart holds 26 units: 285 classrooms x $1425.00 per cart = $406,125.00
● G Suite for Education Suite = FREE
● Teacher PD and Training - Five week online course for district educators: $250.00 per
participant x 489 teachers = $122,250
● Google Apps Fast Track Program (onsite project management guidance during first 4
weeks of deployment to Google Apps) = $1500.00
● On-site Google Workshops - age appropriate apps for teaching and learning: 2 days x
$3000.00 per day = $6000.00
Total = $3,135,925
TECHNOLOGY PLAN 13

Goal 3
○ Professional development materials: $20 per participant x 500 participants = $10,000
○ Prizes for incentives: $500
○ Food for parent training nights: $2,000 per training night x 10 sessions = $20,000
Total = $30,500

Grand Total = $3,292,761.40

Define the Children’s Internet Protection Act (CIPA) and E-Rate. Explain the relationship
between CIPA and E-Rate. (2-3 Paragraphs)

In 2000 Congress created the Children’s Internet Protection Act (CIPA) to combat concerns
about children’s ability to access harmful content on the internet (“Children’s Internet Protection
Act (CIPA),” 2017). The internet has many educational offerings but without proper filters,
children have access to everything from violent videos, radical websites, and pornography. CIPA
requires schools that wish to use the E-Rate discounts to install filters that will block students
access to harmful content (Whitehead et al., 2013, p. 226).

E-Rate (education rate) refers to discounts on telecommunications services, internal connections,

and internet that is provided by the Federal Communications Commision (Whitehead et al.,
2013, p. 193). With the ongoing growth of technological advances, the need for students and
educators to use them is increasing. The FCC understands this and offers the discount to eligible
schools by providing the discounted broadband services to help maximize the wifi capabilities of
schools. Schools that qualify can receive a discount of 20% up to 90% on all offered services
including maintenance of internal connections not to (“E-rate: Universal Service Program for
Schools and Libraries,” 2018). The amount of the discount is dependent on how high the poverty
level is of the school. Once a school has qualified for the E-Rate, the Children’s Internet
Protection Act must be followed and filters must be used.

Define the Children’s Online Privacy Protection Act. Include a brief description of how
this may impact your school district. (1 Paragraph)

The Children’s Online Privacy Protection Act (COPPA) was created by Congress in 1998 to
protect the privacy of children the ages of 13 and under. COPPA gives parents the rights and
ability to control what information websites can collect from children (“Children’s Privacy,”
2018). On top of parental rights, COPPA also imposes restrictions on websites that cater to
children under 13 and websites that collect personal data from these children. Even though
COPPA is mainly for parent rights and website restrictions, it is imperative that schools be aware
of it as well.

According to Benjamin Herold at edweek.org (2018), the FCC determined that schools can stand
in for parents in regards to information collection and website data. This poses a problem for
schools. Schools could eventually be held accountable should any issues arise. To combat this, at
the beginning of the school year parents will be given a copy of the Acceptable Use Policy that
complies with CIPA and COPPA and will be required to sign a consent form before the student
is allowed use of technology. The school will ensure that all websites used will be solely for the
TECHNOLOGY PLAN 14

educational benefit of the staff and students. Teachers will also monitor computer use and what
the students are accessing during the school day while enforcing all rules and guidelines.

Conduct an online search of Acceptable / Responsible Use Policies (AUPs / RUPs).

Considering the information you found on CIPA and E-Rate, reach consensus with your
team on the top 5 most important items to include in a district AUP / RUP. List them
below. (Remember to cite your sources in-text and in the reference list.)

1. Devices the policy applies to - all technology resources in use by students i.e., tablets, phones,
laptops, copy machines, information storage devices, phones, and personal devices (John
Burroughs School, n.d.)

2. Prohibited use or rules - e.g. malicious intent, harassment, pornographic material, illegal
activity, racism or hate speech, recreational use (John Burroughs School, n.d.)

3. Purpose of use statement - technology is for educational purposes only, the goal in providing
these resources is to promote educational excellence (Oak Park, n.d.)

4. Consequences or sanctions for misuse - violations of this policy or any other regulation
will results in disciplinary action which could include… (John Burroughs School, n.d.)

5. Privacy - all technology resources are the district’s property and we retain the right to view all
information (Medford Public Schools, n.d.).

Create an Infographic Demonstrating the Connection Between Each Goal and the ISTE
Standards for Students, Teachers, & Administrators (Separate Sheet)

See below.

Include in-text citations and an APA formatted reference list. Use your APA Manual to
ensure correct formatting.

See below.
TECHNOLOGY PLAN 15
TECHNOLOGY PLAN 16

References

Bleiberg, J. (2016, June 15). Are school internet connections fast enough to support personalized

learning? Brookings. Retrieved from https://www.brookings.edu/blog/brown-center-

chalkboard/2016/06/15/are-school-internet-connections-fast-enough-to-support-

personalized-learning/

Common Sense. (n.d.a). Best global and cross-cultural education apps and websites. Common

Sense Education. Retrieved from https://www.commonsense.org/education/top-

picks/best-global-and-cross-cultural-education-apps-and-websites

Common Sense. (n.d.b). K-12 digital citizenship curriculum scope and sequence.

Common Sense Education. Retrieved from

https://www.commonsense.org/education/scope-and-sequence

Donovan, L., Green, T. D., & Mason, C. (2014). Examining the 21st century classroom:

Developing an innovation configuration map. Journal of Educational Computing

Research, 50(2), 161-178. doi:10.2190/ec.50.2.a

EnGenius. (2018). Shop EnGenius online. Retrieved from

https://www.engeniustech.com/online-store/product/eap2200-tri-band-11ac-ap/

Federal Communication Commission. (2017, September 8). Children's Internet

Protection Act (CIPA). Retrieved from

https://www.fcc.gov/consumers/guides/childrens-internet-protection-act
TECHNOLOGY PLAN 17

Federal Communication Commission. (2018, February 9). E-rate: Universal service program for

schools and libraries. Retrieved from https://www.fcc.gov/consumers/guides/universal-

service-program-schools-and-libraries-e-rate

Federal Trade Commission. (2018, May 31). Children's privacy. Retrieved from

https://www.ftc.gov/tips-advice/business-center/privacy-and-security/children%27s-

privacy

Fletcher, A. (2016, July 07). Intro to Meaningful Student Involvement. Retrieved from

https://soundout.org/intro-to-meaningful-student-involvement-2/

Fung, B. (2014). For 40 million students, classroom internet is way too slow. This'll change all

that. The Washington Post. Retrieved from https://search-proquest-

com.ezproxy.liberty.edu/docview/1635384957?accountid=12085

Gierhart, A. R., & Brown, R. (2018). Developing technological literacy: Third graders

use Google Classroom. Children's Technology and Engineering, 22(4), 22-25. Retrieved

from https://search-proquest-

com.ezproxy.liberty.edu/docview/2038181683?accountid=12085

Goodwin, L., Main, B., & McCredie, N. (2015). Chromebooks and Google apps for

education. The Journal For Educators, 34(2), 13-18. Retrieved from https://search-

informit-com-au.ezproxy.liberty.edu/fullText;dn=582129732274281;res=IELHSS

Herold, B. (2017, July 28). COPPA and schools: The (other) federal student privacy law,

explained. Education Week. Retrieved from https://www.edweek.org/ew/issues/childrens-

online-privacy-protection-act-coppa/index.html
TECHNOLOGY PLAN 18

Holen, J. B., Hung, W., & Gourneau, B. (2017). Does one-to-one technology really work: An

evaluation through the lens of activity theory. Computers in the Schools, 34(1), 24-44.

http://dx.doi.org/10.1080/07380569.2017.1281698

International Society for Technology in Education. (2018). ISTE standards. Retrieved

from https://www.iste.org/standards

John Burroughs School. (n.d.). Acceptable use policy. Retrieved August 1, 2018, from

https://jburroughs.org/acceptable-use-policy

Marwell, E. (2013, November 13). Using fibre optics to bring schools up to internet speed.

Washington Post. Retrieved from https://www.washingtonpost.com/opinions/using-fiber-

optics-to-bring-schools-up-to-internet-speed/2013/11/12/210bc1b8-48c7-11e3-b6f8-

3782ff6cb769_story.html?noredirect=on&utm_term=.6bde9bee116f

Masullo, C. (2017). Change agents and opinion leaders: Integration of classroom technology.

Quarterly Review of Distance Education, 18(3), 57-71. Retrieved from https://search-

proquest-

com.ezproxy.liberty.edu/docview/2030127712/fulltextPDF/8F752DA4CBDD46FBPQ/1?

accountid=12085

Medford Public Schools. (n.d.). Acceptable use policy. Retrieved August 2, 2018, from

https://www.medfordpublicschools.org/for-students/acceptable-use-policy/

Morgan, H. (2014). Taking advantage of web 2.0 technologies: Classroom blogging

basics. Childhood Education, 90(5), 379-381. Retrieved from https://search-proquest-

com.ezproxy.liberty.edu/docview/1612319302/fulltextPDF/1636151DB34B419FPQ/1?ac

countid=12085
TECHNOLOGY PLAN 19

Palaigeorgiou, G., & Grammatikopoulou, A. (2016). Benefits, barriers and prerequisites

for web 2.0 learning activities in the classroom. Interactive Technology and Smart

Education, 13(1), 2-18. Retrieved from https://search-proquest-

com.ezproxy.liberty.edu/docview/1823117655?accountid=12085

Sahin, A., Top, N. & Delen, E. (2016). Teachers’ first-year experience with Chromebook laptops

and their attitudes towards technology integration. Technology, Knowledge, and

Learning, 21(3), 361-378. doi:10.1007/s10758-016-9277-9

Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times. Thousand

Oaks: Corwin.

Oak Park and River Forest High School. (n.d.). Student Acceptable Use Policy information

involving OPRF High School. Retrieved August 1, 2018, from

http://www.oprfhs.org/Educational-Technology/Acceptable-Use-Policy-Students.cfm

TeachThought. (2017, February 28). 8 ways to get creative with Chromebooks. Retrieved

from https://www.teachthought.com/technology/8-ways-get-creative-chromebooks/

Ullman, E. (2015, June). The Chromebook explosion. Tech & Learning, 35(11),

Retrieved from

http://bi.galegroup.com.ezproxy.liberty.edu/global/article/GALE%7CA418845163?u=vic

_liberty

Varier, D., Dumke, E. K., Abrams, L. M., Conklin, S. B., Barnes, J. S., Hoover, N. R.

(2017). Potential of one-to-one technologies in the classroom: Teachers and students

weigh in. Educational Technology Research and Development, 65(4), 967-992.

https://doi.org/10.1007/s11423-017-9509-2
TECHNOLOGY PLAN 20

Whitehead, B. M., Jensen, D., & Boschee, F. (2013). Planning for technology: A guide for

school administrators, technology coordinators, and curriculum leaders. (2nd ed.).

Thousand Oaks: Corwin.