Technology

Evaluation Summary Bobcat Elementary School The Bobcat Elementary School is a small school in southern California that is dedicated to helping advance education through technology. The district is compromised of 60% Hispanic, 29% Caucasian, 6% African American, and 5% other ethnicity. The school is in a very low socioeconomic area with 82% of the students at the school qualifying for free or reduced lunch. There are currently 33 students in the district identified as English Language Learners. This demographic makes for some interesting challenges within the school. With school looks to the county offices of education for support with technology and technology training because of the small size of the school.
School Evaluation Summary The Maturity Model Benchmarks from the Technology Use Plan Primer by Peter H.R. Sibley and Chip Kimball were used to evaluate the schools technology environment. This model contains the following stages of maturity (Sibley and Kimball): The Emergent Systems Stage is characterized by:

Lack of formal support when using computing technology for instruction No formal plans, policies or procedures exist to ensure the efficient and appropriate acquisition or use of technology throughout the Institution Computers are used sporadically throughout the Institution Institution wide coordination to ensure grade level and program level access is absent Formal support for teacher training is minimal

The Islands of Technology Stage is characterized by:

Regular use of computers at one or more grade levels and program levels at each school within the Institution on a regularly scheduled basis Formal plans, policies and procedures exist to facilitate the optimal use of technology in both instructional and administrative areas throughout the Institution Institution sponsored and school sponsored training is available Technology has budgetary visibility at the Institutional level and school/program level The instructional delivery system is somewhat dependent on technology

The Integrated Systems Stage is characterized by:

Regular planned access for students to technology as a means of instruction and a focus of instruction Teachers' systems also support administrative functions, such as grading, attendance and electronic mail Technology has a high budgetary visibility at the Institutional and school/program level

Comprehensive plans, policies and procedures for instructional and administrative use of technology are reviewed and revised regularly The Institution is an advocate of technology training for all personnel The instructional delivery system is very dependent on technology

The Intelligent Systems Stage is characterized by:

Student access to technology as an indispensable component of instruction Every curriculum is augmented by intelligent learning systems Administrative functions are automated, integrated and paper less Student, teachers and stake holders have access to appropriate systems from home Technology is one of the three highest expenditures of Institution funds Technology planning is an integral part of Institution planning The systematic adoption of new technologies is ongoing Technology advocates at each organizational unit assist in the introduction of the new technologies Instructional and administrative personnel are knowledgeable in the use of technology

To get a comprehensive picture of the schools current state of technological maturity, it was evaluated for these levels through five filters: Administrative, Curricular, Support, Connectivity, and Innovation. The results are displayed in the table on the following pages with rational included to explain each rating.

ADMINISTRATIVE FILTER
Category Policy: Behavioral Policy: Resource/Infrastructure Planning: Behavioral Planning: Resource/Infrastructure Budget: Behavioral Rating Intelligent Summary Appropriate technology use policy is formalized and fully supported at all levels of the organization. Comprehensive policy exists and has been approved by the organizations governing body. School-wide comprehensive planning receives informal review, and is connected to other planning efforts. School-wide comprehensive planning receives informal review, and is connected to other planning efforts. Comprehensive long-term budgeting for the institution; multiple budgets including upgrades, etc.

Intelligent

Integrated

Integrated

Intelligent

Budget: Resource/Infrastructure Administrative Information: Behavioral Administrative Information: Resource/Infrastructure Category Electronic Information: Behavioral Electronic Information: Resource/Infrastructure Assessment: Behavioral Assessment: Resource/Infrastructure Curriculum Integration: Behavioral Curriculum Integration: Resource/Infrastructure Teacher Use: Behavioral Teacher Use: Resource/Infrastructure Student Use: Behavioral Student Use: Resource/Infrastructure

Intelligent

Specific budget is provided in addition to line items in other budgets for long-term budget needs. Administrative systems are utilized by most of the staff members; some paperless systems are in place. Administrative systems are available to all administrators and staff.

Integrated

Intelligent

CURRICULAR FILTER
Rating Intelligent Summary Students and staff are heavily dependent upon information resources and use them daily. Resources are fairly comprehensive providing depth or diversity, but not both. Access is available to most. Used by most of the staff and many students for the evaluation of work and selfassessment. Many reporting and assessment tools are available, with instruments limited in scope and availability. Curriculum is very technology dependent and used comprehensively throughout. Technology and related resources are available for most curricular areas. Daily use by teachers for administration and curriculum. All teachers have access to appropriate technology in their work area. Students use technology frequently and comprehensively, but outcomes are not dependent on its use. Some students have consistent and regular access to appropriate technologies in the school setting.

Integrated

Integrated Integrated

Integrated

Integrated

Integrated Integrated Integrated

Integrated

SUPPORT FILTER
Category Stakeholder: Behavioral Stakeholder: Resource/Infrastructure Administrative Support: Behavioral Administrative Support: Resource/Infrastructure Training: Behavioral Training: Resource/Infrastructure Technical & Infrastructure Support: Behavioral Technical & Infrastructure Support: Resource/Infrastructure Category Local Area Networking: Behavioral Local Area Networking: Resource/Infrastructure District Area Networking: Behavioral District Area Rating Intelligent Summary All of the groups are aware of the planning and implementation procedure, and are engaged in the process. All of the groups are represented in the planning and implementation process. Extensive administration involvement in the planning, practice and implementation. Significant formal administration, time and support allocated to the planning and implementation process. All staff members participate in technology training activities and seek additional training. On-going teacher training provided by site and district resources. All staff utilize formal and informal support to find help efficiently.

Intelligent Intelligent

Intelligent

Intelligent

Integrated Intelligent

Intelligent

Full-time personnel to address all technical support needs.

CONNECTIVITY FILTER
Rating Intelligent Summary Staff use available WAN services for video, voice, and sophisticated data needs. Networking comprehensive sand expandable for data, voice, and video. Staff use available WAN services for video, voice, and sophisticated data needs. Comprehensive network services with high-

Intelligent

Intelligent

Intelligent

Networking: Resource/Infrastructure Internet Access: Behavioral Internet Access: Resource/Infrastructure Communication Systems: Behavioral Communication Systems: Resource/Infrastructure Category New Technologies: Behavioral New Technologies: Resource/Infrastructure Comprehensive Technologies: Behavioral Comprehensive Technologies: Resource/Infrastructure Intelligent

speed lines, voice, video, and data capacity; data services are available. All staff and students use the Internet extensively for video, voice, and sophisticated data needs. Direct Internet access to all locations. E-mail is an integral part of the school learning and support communications. E-mail is available to all staff and students.

Intelligent Intelligent

Intelligent

INNOVATION FILTER
Rating Integrated Integrated Integrated Summary New technologies are readily accepted by most staff members. New technologies are readily accepted by the staff with moderate implementation. Technology is fairly comprehensive, but lacks more advanced techniques. Available technology is used including voice, etc., but equipment has not reached full potential.

Integrated

Conclusion: Bobcat Elementary School focuses very hard on including technology in education. Each aspect is thought about in depth and many options are considered before moving forward. Sometimes dealing with each group of administration, board members, parents, teachers, and students can take a long time but getting input from each group is worth the results that are seen. While the survey shows that technology is being used extensively within the school there are still obstacles to overcome. As education moves to Common Core Standards and Smarter Balanced Assessment the school will need to continue to adjust to changing needs so that the education of the students can continue at the success rate that is currently being seen.