2015-2018School-Based Technology Framework

  1. SCHOOL’S VISION & MISSION STATEMENTS

The school’svision andmission statements component of the framework should include, but not be limited to, a summary of how the school’s incorporation of the technology in the educational program will:

Promote the effective use of technology to implement the Maryland Technology Literacy Standards (MTLS) to improve the performance of all students.

  1. NEEDS /DATA ANALYSIS

The needs/data analysis component of the framework should include, but not be limited to:

A description of the process used for determining school instructional and administrative telecommunications and technology needs.

Identification of telecommunications services and technology infrastructure, equipment, assistive technology, programming (educational materials, software, media, etc.), replacement, training and support needs.

Results for NetDay SpeakUp Survey and LoTI Survey

School Technology Goals

Short-term goals listed in priority order.

Long-term goals listed in priority order.

  1. FUNDING

The funding component should include, but not be limited to:

Identification of major sources of funding for school-wide technology needs. Funding sources should be categorized as recurring or nonrecurring and include real and projected dollar amounts for the three to five year technology framework.

Specifically identify the school’s planned allocation of funds from sources such as operating budget, business partnerships, Title I, magnet programs, grants, PTSA, technology incentive grants, etc.

  1. TECHNOLOGY ACQUISITIONS

The technology acquisitionsshould include, but not be limited to:

Identification of appropriate technologies to meet the goals of the school instructional program as identified by the needs assessment procedures.

School plans to acquire software and technology-based educational materials, which are usable by students with the widest range of abilities, to deliver technology-based instructional programs in support of Maryland Technology Literacy Standards.

Timetable for acquisition of technology.

Appropriate technology acquisition policies or procedures that address the following areas:

-Consistency and interoperability with existing and planned technology delivery systems. Upward migration to emerging technology standards, Support and maintenance requirements.

  1. ACCESS

The access component of the framework should include, but not be limited to district/school policies or procedures to address:

Equitable access to telecommunications and other technologies to support teaching and learning by:

-Providing for the equitable distribution of resources to support the Maryland Technology Literacy Standards,

-Providing access for teachers, parents and students to the best teaching practices and curriculum resources through technology

-Providing access to information for decision-making by teachers and administrators.

District/school acceptable use policy for access to all systems including Internet/World Wide Web that

-Protects the confidentiality of students,

-Protects intellectual property rights, licensing agreements and legal/ethical standards for sharing of resources with other educational entities and

-Maintains the integrity of systems, programs and information resources.

  1. USER SUPPORT

The user support component should include, but not be limited to:

(If there is a school-based technical support person)

Development of school technical support options for equipment maintenance and replacement.

  1. PROFESSIONAL DEVELOPMENT FRAMEWORKGOAL/OUTCOMES

A professional development framework goal/outcome should include, but not be limited to:

Provisions for increasing the use of technology in the classroom, computer lab, and media center by:

-Development and acquisition of new programs and software that promote the integration of technology into everyday curricular needs,

-The integration of technology as a meaningful component within all curriculum training District/School-level coordination of training and support,

-Ensuring adequate facilities, instructors, materials, equipment and funding for staff development and

-Identification and acquisition of technology based staff training delivery systems that minimize teacher time away from the classroom and delivery of training in the most cost-effective manner.

A list of sources of ongoing training and technical assistance available to school teachers and administrators served by the district, such as Instructional Technology Support Services, Technical Support Services, Helpdesk, intermediate educational support units, regional education training facilities, Professional Development Facilitator, School Technology Contacts, or institutions of higher learning.

  1. PROGRAM EVALUATION

The program evaluation component of the framework should include, but not be limited to a description of the process for the ongoing evaluation of how the technologies acquired are:

Being integrated into the school curriculum.

Affecting student achievement and progress toward meeting the educational goals of the Maryland Technology Literacy Standards.

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School Vision: / School Mission:
Goal(s):
Needs Assessment:
Funding:
Technology Acquisition:
Access:
User Support:
Professional Development Framework Goal/Outcomes:
Objective/Indicator:
Activities / Timeline / Audience / Person
Responsible for Implementation / Evaluation/Evidence of Successful Implementation / Follow-Up Activities
Program Evaluation:

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