Running head: COLLABORATIVE TECHNOLOGY PLAN

Collaborative Technology Plan

Shanna Ayer, Hillisa Byer, Sheron Cassanova, Jade Gonzalez
EDUC 638
Liberty University
Dr. Roberts
10/11/2015

COLLABORATIVE TECHNOLOGY PLAN

In todays technological society, students need technology at their fingertips in order to

use the technology available to become technologically proficient. Students need to be able to
compete in the global society that we live in so that they will become lifelong learners, critical
thinkers, and problem solvers. Students will need technology skills to be able to enhance their
future endeavors in college and career choices. The use of technology will prepare students for
their future career paths and educational experiences such as furthering their education.
Committee Members
Director of Technology
Superintendent of the School District
Board of Trustees (School Board Members)
Technology Personnel from Schools in District
It is important to include the people in these positions because they are the ones who deal with
the budget dealing with technology and the ones who actually install the technology in the
schools and prepare the professional development needed for the teachers to be able to
implement the technology in the classrooms.
Mission
The mission of the school district is to create life-long learners by providing essential
knowledge and skills through current technological resources to all students ensuring they will
have global access to information, improved critical thinking and problem solving skills,
cultivated creativity, and constructed skills to become technologically proficient.
Vision
The vision of the school district is that all students will develop the critical skills necessary to
compete in and contribute to the global and technological society.
Value Statements
Students will be proficient in technology standards and will be able to develop and apply
technology standards to create products such as e-portfolios or web pages.
Students will be trained in various technology software programs such as Prezi, Camtasia,
PowerPoint, Word, Web quests, etc. so they will be capable of creating presentations through
the incorporation of technology.
Students will be provided the necessary resources to strengthen their technological skills so
they will be able to compete in a highly technological age and society.
Students will have technology implemented into their everyday lives so they will be able to
achieve higher academic technology standards.

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SMART Goal #1
To: Improve and enhance the broadband width and strength so that all classrooms will increase
their Wi-Fi capability by the 2016-2017 school year as measured by the Internet connection
speed in each classroom. This will ensure that all students will have the capability to work on
technology using technology resources to strengthen their technological skills for an ever
changing technology world.
Strategies to Support Goal #1
The School District will install new equipment or maintain the equipment in use to ensure that
the Internet connection is strong enough to have all students connected to the technology in the
classroom so that they are able to improve and strengthen their technology skills.
The School District will ensure that all Internet Policies and Safety Regulations are in place,
monitored, and up to date to keep students safe while using the Internet and related technology.
The School District will provide professional development to the teachers so that teachers are
aware of the Internet policies and are capable of monitoring student activity while online.
21st Century Learning Skills Addressed (Collaboration, Communication, Creativity,
and/or Critical Thinking)
In order for students to strengthen their technology skills, the Wi-Fi and broadband must be
strong enough and wide enough to allow every student to be able to be connected to the Internet
to complete the work that is assigned in class.
Students will be able to collaborate with their classmates via social networking sites such as
Twitter and Facebook or through the use of Google Docs with proper connection speeds. This
will allow the students to be in various locations but will be able to work together to complete
an assignment. Students will learn how to work with others, respect others ideas, and share
responsibility of the work to be done.
Communication through the use of the same social networks allows students to share ideas and
give positive feedback to their classmates. Students can also use Google Hangouts or Skype to
communicate with each other and work through ideas and visions of their teammates.
Creativity can be expressed through the use of Prezis, online e-portfolios, student web pages,
etc. Technology opens up so many different avenues students can take to express their creative
genius. Allow students to brainstorm ideas and then bring those ideas to life helps them
strengthen their critical thinking skills. Students can also enhance, improve, expand, and assess
their own ideas and the ideas of others. Through communication, students can work off of each
other to develop a project that is both unique to the person/people working on it as well as
enhance the ideas of others to bring more life to the project and keep them engaged in their

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work.
Critical thinking is so important because this aspect allows students to strengthen their problem
solving skills which they will need throughout life. Students must be able to look at a problem,
break it apart, analyze the information, and come to a conclusion. Critical thinking comes from
work and experiences. Students can use technology to help them research and find ways to
critically solve problems as well as work with their teammates to come up with problem
solving strategies to help them work through whatever situation they face.
Rationale Including Research to Support Goal #1 and Strategies
The use of iPads in the classroom will allow students opportunities to learn effectively and
enable them to live productively in a digital society (Falloon, 2015). Apple iPad, for example,
has become a flexible learning tool for all levels of education. The use of iPad was embedded
in the curricula to encourage collaboration and higher order and critical thinking skills (Falloon,
2015).
Research has shown that iPads are effective in supporting literacy for children with disabilities.
According to Flewitt, Kucirkova, & Messer (2014), the gestural and sensory of the touch that
these students experience from using the iPads will enable them to engage in fun, independent,
and inclusive classroom-based literacy activities. Flewitt et al., (2014) also pointed out that
iPads provide students of diverse ages the opportunity to communicate their needs and ideas
through touch and gesture.
The use of iPads in the classroom environment will not only increase students learning
motivation, but it will also enhance interactions among students and teachers (Falloon, 2015).
The use of iPads will have a great impact on the teaching and learning process, and get them
ready for a 21st century society. It will also influence the way students are taught and how they
perform in the classroom environment. Also, it will provide students with wider access and
different interaction to the content (Flewitt et al., 2014).
Expected Outcomes in Terms of Student Learning / Achievement
Technology has become an integral part of our educational system. Spady (1994) states that the
ability to demonstrate that learning is taking place is crucial. He further stated that knowledge
of content must be manifested through a demonstration process of some kind (Spady, 1994).
During the 2015-2016 school year students will be able to demonstrate an understanding of
emerging classroom technologies. Students will gain an understanding of the social, ethical,
and legal issues involving the use of technology in the classroom environment. It is also the
expectation that students will become technology literate so they will become 21st Century
learners, equipped for a global society.
Fine tune skills in writing and assessing smart goals for 21st century teaching and learning. By
the end of the 2016 school year all students will experience and achieve a challenging, relevant,
high-level learning environment which prepare them to be lifelong learners, successful in a
global society. Children will be utilizing cutting edge technology that supports learning and

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facilitates operations. Also, students will be able to use technology to support place-based
education.
Evaluation Measures
The School District Technology Director will be responsible for measuring whether the
installation of the new equipment has been done correctly and is giving out a strong enough
signal for each student to be able to connect to the internet. Teachers will have the
responsibility of notifying the Technology Director of any issues or equipment malfunctions
that she or the students may come across.
SMART Goal #2
Students and teachers will show proper use and functionality of the Apple iPad device
including the programs and apps installed in order to better equip them to do assignments,
projects, etc. in the classroom by the end of the first semester term. Apps will include
Evernote, Socrative, Collaborize Classroom, Voice Thread, and Google.
Strategies to Support Goal #2
Students will be assigned multiple discussions, quizzes, and collaborative projects using the
iPad and in completing these assignments they will be scored on both content knowledge and
participation.
1. Students will be asked to participate in multiple online discussions using Collaborize
Classroom. Once they have completed their online submission the discussion will continue in
the classroom.
2. Students will be asked to use Voice Thread to document group projects where they will be
using the Google App to scan and find information on a historical digital image provided to
them.
3. Student groups will be provided QR codes that will lead them towards Virtual Field Trip
Scavenger Hunts that they will answer questions about on the Socrative App using Space Race
to see which team is able to answer all of the question correctly, first.
21st Century Learning Skills Addressed (Collaboration, Communication, Creativity,
and/or Critical Thinking)
Through each one of the strategies listed above to support SMART Goal # 2, I show
Collaboration through collaborative projects or assignments, Communication through online
and class discussions, and group projects, Creativity through creating a Voice Thread Document
as part of a collaborative project, and Critical Thinking through their discussion participation
and Virtual Field Trip Scavenger Hunts.
Rationale Including Research to Support Goal #2 and Strategies
Ciampa & Gallagher (2013) speak about the effects of integrating Apple iPods to classrooms

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for student learning and engagement. The findings suggested that mobile technology
facilitated self-directed learning, peer mentoring, differentiated instruction, and formative
assessment, and enhanced student engagement (Ciampa, & Gallagher, 2013, pg. 309) The
authors go on to explain that many topics, and skills can be explored through using a mobile
device such as the iPad in class. These topics include but are not limited to: literacy, math,
foreign languages, music, science, and social science. (pg. 312)
Deb, Fuad, & Farag (2014) explain that minorities especially African American and Hispanics
use their cellular devices to access the internet while simultaneously being in class and/or
studying. This journal article goes on to explain that by allowing students to openly interact
with mobile devices and access the internet, it allows students to feel more comfortable and
become more engaged. Boston University adopted tablet-based problem solving exercises in
their freshman mathematics class and reported noticeable increase in student attendance and
course completion (Deb, Fuad, & Farag, 2014, pg. 1).
Expected Outcomes in Terms of Student Learning / Achievement
Students will show 80% proficiency in using the Apple iPad and the following apps: Evernote,
Socrative, Collaborize Classroom, Voice Thread, and Google; to better assist them in projects,
discussions, test preparation, and retaining knowledge.
Evaluation Measures
The Teacher would be responsible for administering the evaluation measures and
communicating what is expected of the students in order to do well. Evaluation measures
would be administered through each assignment given to the students. They would be
measured through participation, completion of assignments, and testing.
SMART Goal #3
In the field of education connectedness allows students, parents, teachers, and administrators
additional support for academic success on a collective and individual level. The use of social
media such as, but not limited to Facebook, twitter, skype, google hangout, YouTube,
infographics, video links, journals, and articles are all avenues one can use to assist with their
academic success.
This particular goal will allow students, parents, teachers, and administrators the ability to
interact with each other using the above resources. These resources serve as an outlet and a
means of exchange for knowledge, tools and information.
Strategies to Support Goal #3
In order to support connectedness, attainable and effective strategies must be put into place for
teachers, administrators, parents and students to follow.
1. Each of the schools (7 elementary, 2 middle, 1 high) will have a faculty member whose sole
responsibility is to create, maintain, monitor, and updates all of the social sites

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2. The faculty member will host monthly parental events these events will promote the use of the
social sites additionally; the parental events will help with spreading awareness.
3. The faculty member will send out monthly updates via email to all teachers and administrators
outlining the benefits of using the social sites. Links to educational articles and journals, tweets,
and short video clips will be attached to all monthly emails. The faculty member will also
provide in person and online trainings for teachers and administrators.
4. During advisory block students will have an opportunity to use their in class laptops to view
social sites and to learn about online educational resources. Students will be taught how use the
resources and its overall benefits.
21st Century Learning Skills Addressed (Collaboration, Communication, Creativity,
and/or Critical Thinking)
In terms of collaboration students, teachers, parents, and the administrative staff will all be able
to work together through the use of online resources as well as social media sites. Teachers will
be able to work together with their colleagues sharing video links, lesson plans and other
varying resources. Students will be able to do the same with their peers as well.
Communication will be constant and open at all times. Students, parents, and teachers will have
the ability to communicate with each other and the designated faculty member monitoring the
social media sites.
Creativity is essential in any social media site it helps draws peoples attention and their overall
willingness to keep revisiting the specific sites. Lesson plans will be presented in the form of,
but not limited to short video clips, documentaries, articles, infographics, tweets, and
conversations. Every learning style (auditory, visual, and kinesthetic) will be on all of the sites
this will provide the creativity for students, teachers, parents, and administrators which help
with connectedness as a whole.
Rationale Including Research to Support Goal #3 and Strategies
There is a strong need for student connectedness both in and out of a classroom setting. It is
important that connections are made between student and teacher as well as student to student.
Educators all across the world are being encouraged to incorporate a social presence within
their classroom. Research shows social presence is considered an important factor in student
satisfaction and success. Teachers create social presence so that learners can feel at ease in the
learning environment and feel comfortable interacting with their peers and the
instructor.(Bolliger & Inan 2012).
Research shows that the appropriate use of social media in a classroom setting can be very
beneficial for students and teachers. Social media provides students with greater engagement,
greater interest, students taking more control and responsibility for their education. All of these

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benefits are important to a successful career and life. Social media in classrooms also promotes
high motivation levels. Social networking gives students a sense of belonging to a group and
gives each student a voice. Students are able to develop communication, collaboration, and peer
learning skills (Hagler, B. 2013).
Expected Outcomes in Terms of Student Learning / Achievement
Students will learn the significance of both in and out of class connectedness. Students will be
made aware of online educational resources that are available to them at their disposal 24/7.
Students will learn how to navigate the social media sites for educational purposes. Lastly,
students will be required to incorporate the resources into their school and home assignments.
Evaluation Measures (Include Job Titles of Persons Responsible)
Evaluation measures will be done in a three-part process by department chair personnel, team
leaders, and the administrative team. Each learning department such as English, History,
Science, and Math will have a chairperson. The chair personnel will meet once a month with
the administrative team specifically principals, vice principals, and learning coaches. During
these meetings they will present data and information given to them by team leaders. Team
leaders will be required to submit written monthly reports to their department chair personnel.
The reports will include data showing the number of time students, parents, teachers, and
administrators used an online resource to assist with their school work. Feedback will also be
provided by the individuals listed above detailing their experience and overall satisfaction with
the use of the online resources and social media sites. Lastly, teachers will be required to
provide sample lesson plans for evaluation.
Professional Development Plan for Each Goal / Strategy
Professional development will be provided for all teachers and administrators on a monthly
basis led by the designated faculty member at each of the schools. PDs will take place once a
month after school on teachers extended day. Teachers extended day is required by the school
district and it happens once a week. During the training teachers will learn about specific social
media sites, in addition to online educational resources. All PDs will be hands-on and
interactive. Teachers and administrators will work directly from their assigned laptop which is
given to them at the beginning of every school year.
Timeline for Implementation of Each Goal / Strategy
During technology time, projects will be assigned to ensure that students are understanding
lessons and are able to utilize the skills being taught. At the end of each marking period,
assessment will be given to show mastery of skills being taught.
The committee will conduct monthly meetings that will provide opportunities to evaluate the
implementation of the program, and determine if the intended curriculum goals and strategies
are being met. The committee will discuss areas of improvement, and form a need list to
ensure that we have the appropriate resources to reach our established goals and strategies.

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By November 2015, teachers should incorporate computer technology into 10% of their lesson
plans to ensure that the technology goals are being met. By the end of the 2015-2016 school
year, teachers should have incorporated computer technology into 20% of their lesson plans.
Also, by the end of the 2015-2016 school year students should be proficient enough with the
iPads to use them independently to complete class assignments.
Increase computing power to one-to-one ratio by the end of the 2015-2016 school year
Implement iPad devices for all learners by the end of 2015-2016 school year
Assessment to show mastery (Ongoing)
Monthly meetings to discuss program progress (Ongoing)
Incorporate computer technology into lesson plans by November 2015 (10%)
By the end of the 2015-2016 school year teachers should incorporate technology into 20% of
their lesson plan
By the end of the 2015- 2016 school year students should be proficient enough with iPad to use
them independently to complete assignments.
By the end of the 2015- 2016 school year every classroom and media center must have iPad.
All students will have access to interactive response system by May 2016
By fall 2015 the team should develop district policy with grade level criteria to support and
encourage Bring Your Own Technology (BYOT).
By fall 2015 staff members, students, and parents will be educated on the intent, concept, and
policy of BYOT.
Maintain a network of infrastructure, policies, and culture that support technology (Ongoing).
Create and support online learning space (Ongoing).
Itemized Budget for Each Goal / Strategies
The committee has conducted a comprehensive assessment on the impact and sustainability this
technology project will have on the annual school operating budget. Funds for this project will
be based on reasonable cost estimate to ensure that we will have adequate funds to support all
program cost. To ensure that there are enough funds, the project will be funded through Title 1
funds. Below is an itemized cost for funding this project.
The projected budget for broadband, which also includes connectivity and the districts
fiber network is as follows:
License subscriptions for security, tracking, content filtering/management. This will be
approximately $11 per iPad. We are estimating that the license and subscription annually will
be $5,500.
In order for us to support the technology requirements mandated by the federal government we
will use teacher professional development, blogs, workshops, a student support center etc. This
will cost approximately $60,000 annually. The budget will include an optional insurance plan
that will cover students iPad in case of accidental damages, theft, power surge due to bad
weather etc. We estimate that this insurance will cost between $50 to $60 annually depending
on the type of coverage we choose to buy. There will also be a deductible that ranges anywhere
from $50 to $100. This insurance will not only cover replacement cost, but will protect the
iPads if students need to take them off school property.

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The district will be responsible for providing the cost for technical support, CRT cost for
teachers training and professional development, and additional apps that may be needed to
enhance students learning.
There will be technicians that will be available to provide proactive and reactive technical
support for ICT infrastructure, as well as professional development and any other department
initiatives. Salary for these technicians will also be the responsibility of the district. To defray
the cost of costly repairs schools will purchase cases for the Ipads. The cost of these cases are
between $15- $50 depending on the durability of the case.
Including in the budget will be the cost of a technology coordinator- approximately $9,000
annually, Internet connectivity and online software- $12,000 to $13,000 annually, other
materials and supplies- $5,000.
Itemized Expenses:
License Subscriptions..$5,500 annually
Professional Development$60,000 annually
Insurance Cost$60 annually
Insurance Deductible.. $100 annually
Technical Support...Amount based on districts allotment (approximately $20,000)
Technicians.Salary based on districts pay scale (Approximately $60,000)
iPads..$300/iPad (Approximately $2,200,000)
Cases for iPads..$15- $50 per case depending on durability
Technology Coordinator..$9,000 annually
Internet Connectivity and online software$12,000- $13,000 annually
Other materials and Supplies$5,000 per year
Define the Childrens Internet Protection Act (CIPA) and E-Rate. Explain the relationship
between CIPA and E-Rate.
The Childrens Internet Protection Act (CIPA) was enacted by congress in 2000. It was enacted
to address concerns about childrens access to obscene or harmful content that could be viewed
over the internet (Manzo, 2010). The E-Rate program makes communication services and
products more affordable to libraries and eligible schools. CIPA impose specific requirements.
Schools and libraries who receive discounts offered by E-Rate will need to certify that they
have in place an Internet safety policy that includes technology protection measures (Manzo,
2010). It is also important that their Internet safety policies ensure that minors online activities
will be closely monitored. CIPA also required that schools use Internet filtering software to
block other forms of electronic communication and 21st century tools to protect students and at
the same time be able to obtain E-Rate funding (Shields & Behrman, 2000).
School districts that receive E-Rate funding are obligated to abide by their guidelines.
However, those schools that do not E-Rate fundings are not required to adhere to these federal
guidelines. Any schools or libraries receiving E-Rate funding must adhere to CIPA for three of
four eligible service categories which include Internet Access, Internal Connections, and Basic

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Maintenance of Internal Connections (Manzo, 2010). Also, schools that receive E-Rate funding
are required by law to provide student education about cyberbullying, online networking, and
the chat room.
Define the Childrens Online Privacy Protection Act. Include a brief description of how
this may impact your school district.
The Childrens Online Privacy Protection Act also known as COPPA was created to protect the
privacy of children under the age of 13 (Shields & Behrman, 2000). It is managed by the
Federal Trade Commission (FTC). Although COPPA was passed by congress in 1998, it did
not go into effect until 2000. The FTC decided that COPPA was necessary because several
websites were collecting personal information from children without their parents consent.
COPPA does not provide specific guidelines on how to gain parental consent; however, the act
has provided specific guidelines for websites to adhere to. Some of these include but not
limited to: parents must use a credit card to authenticate age and identity; Website operators
must accept an email from parents so that they may get a digital signature; and parents must
call a toll free number (Shields & Behrman, 2000). COPPA also require that site operators
review any information that is collected from their children (Shields & Behrman, 2000).
Websites that collect information from children must abide by COPPAs guidelines.
Conduct an online search of Acceptable / Responsible Use Policies (AUPs / RUPs).
Many school districts have made it standard for students as well as parents to sign Acceptable
Use Policies (RUP) that outlined students rights and guidelines for using technology at school
at the beginning of each school year. It is important that everyone is aware of the acceptable
use policies prior to using the technology tools. The technology devices and resources may
only be used to support the education and research consistent with the educational objectives of
the district. It is important that acceptable use agreement be signed by everyone who will be
using district technologies or networks. These include, but not limited to, iPads, tablets, ereaders, internet service etc.
The district will ensure that they have in place a qualifying technology measure of CIPA is
installed and is used continuously. It will also be the responsibility of the district that students
are trained on appropriate online behavior. They should also be trained on how to interact
appropriately with others on social media network such as Facebook, Twitter etc. Students need
to make sure that they are not giving out personal information, sharing inappropriate pictures,
or using Social Media as a distraction in the classroom. Social Media use in the classroom
needs to be enforced as a learning environment and a place where collaboration can occur for a
project, investigation, etc. They should also be aware of cyberbullying as required by CIPA
(Manzo, 2010). Cyberbullying is a very real and very serious problem that many students and
adults deal with on a daily basis. Schools have to make sure that their students and teachers are
protected from this because in many cases, students will take their own lives because of the
cyber bullying by other students that is never dealt with.

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It is also important that the school district implement, maintain, and strictly enforce procedures
and guidelines that are used to monitor all online activities to ensure that students are protected
from unacceptable online behaviors such as child pornography or anything that can be harmful
to minors.
Create an Infographic Demonstrating the Connection Between Each Goal and the ISTE
Standards for Students, Teachers, & Administrators (Separate Sheet)
https://magic.piktochart.com/output/8138720-untitled-infographic
Include in-text citations and an APA formatted reference list.
Bolliger, D., Inan F. (2012). Development and validation of the online student connectedness
survey. International review of research in open and distance learning, 13.3.
Ciampa, K., & Gallagher, T. L. (2013). Getting in touch: Use of mobile devices in the
elementary classroom. Computers in the Schools, 30, 309-328.
Deb, D., Fuad, M. M., & Farag, W. (2014). Developing interactive classroom exercises for use
with mobile devices to enhance class engagement and problem-solving skills. Frontiers
in Education Conference, 1-4.
Falloon, G. (2015). What's the difference? Learning collaboratively using iPads in conventional
classrooms. Computers and Education, 84, 62-77.
doi:doi.org/10.1016/j.compedu.2015.01.010
Flewitt, R., Kucirkova, N., & Messer, D. (2014). Touching the virtual, touching the real: iPads
and enabling literacy for students experiencing disability. Australian Journal Of
Language & Literacy, 37(2), 107-116.
Hagler, B. (2013). Value of social media in todays classroom. The journal of research in
business education, 55(1), 14-23.
Manzo, K.K. (2010). Digital innovation outpaces e-rate policies. Education Week, 29 (20), 116.

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Shields, M. K. & Behrman, R. E. (2000). Children and computer technology: Analysis and
recommendations. The Future of Children, 10(2), 4-30.
Spady, W. G. (1994). Outcome-Based Education: Critical Issues and Answers
Arlington, Virginia, The American Association of School Administrators.
State Library of North Carolina. (2009). CIPA: Childrens internet protection act: Information
for North Carolina public libraries. Retrieved from http://statelibrary
.ncdcr.gov/hottopic/cipa/cipa.htm