ISK Tech Plan Adopted January 21, 2014 1

International School of Kenya Technology Plan 2014-2017

Information Communication Technology (ICT) Capability

ISK Tech Plan Adopted January 21, 2014 2

Contents

Philosophy and AIMS 3

Information Communication Technology (ICT) Capability 4

Information and Communication Technology Standards 7

Information and Communication Technology Horizontal Learner Profiles by Grade Span

10

Communication Technology Program Implementation Timeline Information 12

Technology Plan Implementation Timeline 16

Tech Plan Budget Summary 18

One to One Program 19

Library Planning Summary 21

Technology Use Forms and Agreements 22

Planned Classroom Standard Tech Equipment 23

Current Software 24

Current Hardware Summary 25

ISK Tech Plan Adopted January 21, 2014 3

Philosophy and AIMS ISK prepares students and community to be responsible and active 21st century citizens. We strive to ensure they have the skills to adapt to, make sense of, and innovate in this ever-changing digital world. Philosophy The educational mission of the ISK ICT program will cultivate a culture of innovation amongst teachers, students and our community. ISK provides ICT resources, expertise, and learning opportunities needed to develop the robust ICT capability required for rich and vigorous participation as global citizens. ISK Technology AIMS

Students Are: • Principled • Respectful • Open-Minded • Caring • Risk-takers • Balanced • Reflective • Persevering

Learn • Develop logic and thinking

skills required to generate new technologies.

• Select and use technology tools competently.

• Routinely access rich learning environments.

• Develop information and media fluency to support life-long learning.

Are: • Principled • Open-Minded • Caring • Risk-takers • Balanced • Reflective • Persevering

Solve • Identify authentic problems. • Envision, design, construct,

and test solutions. • Evaluate effectiveness of

solutions and tools. • Persist in the face of

obstacles and setbacks.

:

Are: • Principled • Open-Minded • Caring • Risk-takers • Balanced • Reflective • Persevering

Act • Apply learning to real world

situations. • Use technology responsibly

as global digital citizens. • Use technology to initiate,

lead and serve. : • Principled • Open-Minded • Caring • Risk-takers • Balanced • Reflective • Persevering

Create • Collect, organize, and interpret

data in new ways. • Use design cycles to create

and innovate. • Construct new knowledge. • Publish their work in a variety

of ways.

Are: • • Open-Minded • Caring • Risk-takers • Balanced • Reflective • Persevering

Communicate • Use technology to share

ideas and knowledge. • Effectively engage with the

global community. • Link learning activities to the

world beyond the instructional setting.

Academic Curricula

Co-Curricula

Environmentally

Technology

ISK Tech Plan Adopted January 21, 2014 4

Information Communication Technology (ICT) Capability Introduction At ISK, students develop life-long ICT capability as they learn to use ICT effectively and responsibly in their learning. Students use ICT to:

• competently access, communicate, remix, and create knowledge and concepts; • investigate and solve relevant problems; • work collaboratively in all learning areas at school and in their lives beyond school; • explore and innovate using design and computational thinking; • participate ethically and responsibly in a digital environment; • understand ICT systems and contribute to new ways of doing things as technologies

evolve. Recognizing that technology is multi-disciplinary by nature and has applications in any environment, ISK promotes life-long success by infusing technology utilization throughout the teaching and learning processes. Scope and Standards for ICT Capability ICT capability is based on the assumption that technologies are digital tools that enable the student to create learning pathways to carry out tasks, solve problems and generate new processes. Students appreciate what each technology can do, and understand the limitations under which it operates. Students perceive ICT systems as useful and adaptive tools that they apply creatively to accomplish learning tasks, rather than systems that require following rigid, standard procedures. ISK combines the strengths of International ICT Standards to provide authentic contexts in which students build ICT capability. The continuum is comprised of three organizing standards and three foundational standards:

• Creating and Innovating with ICT; • Investigating and Solving with ICT; • Communicating and Collaborating with ICT.

• Applying Design and Computational Thinking with ICT; • Utilizing Cultural and Ethical Protocols in ICT; • Managing and Operating ICT.

ICT Capability across the curriculum and within set Technology Curriculum. Information and communication technology is represented in two ways in the ISK curriculum: through the ICT capability that applies across all learning areas and through the Technology Curriculum established at different levels. Learning areas across the curriculum provide the content and contexts within which students develop and apply the knowledge, skills, behaviors, and dispositions that comprise ICT capability. Students develop the ability to transfer these across environments and applications. They learn to use ICT with confidence, while understanding its possibilities, limitations and impact on individuals, groups and communities. They learn to innovate with ICT, creating new ideas and generating unique processes for the future.

ISK Tech Plan Adopted January 21, 2014 5

The Technology Curriculum provides additional support for students who may not have developed sufficient ICT Capability, and specialized instructional opportunities for students who desire exploration and mastery of more advanced technological proficiencies required for future careers. ICT capability woven throughout the curriculum and the Technology Curriculum will be reviewed and revised regularly to ensure that there is alignment and consistency in opportunities for all students, and to respond to the demands for increased involvement with evolving technologies. Present Status and Three-year plan for ICT Implementation across curriculum 2013-14

ICT capability opportunities include: • Elementary: integrated lessons taught by technology specialist and

homeroom teachers, supplemented with co-curricular ICT opportunities; • Middle School: integration through support of technology specialist,

supplemented with supported ICT in four Explore classes, and co-curricular ICT opportunities;

• High School: formal ICT classes, with teachers integrating technology on individual basis;

ICT capability assessment: • An audit of current practices and ICT capability will be conducted and

acknowledged as a baseline report for future development. • A survey is currently being prepared for teachers and students in the MS. • Following evaluation of the collection strategy and analysis of the value of

the resulting Information for program and professional development, the tools for data collection in the ES and in the HS will be developed and implemented.

• Results will be shared and analyzed to determine school-wide needs and next steps.

2014-15

Opportunities to develop ICT capability will be: • integrated within the learning areas and ICT classes; • identified and documented wherever it is developed or applied in curricular

content descriptions; • focused on as tools for learning rather than on particular applications

utilized; • expanded through use of design thinking, computational thinking, and

development of the innovation lab facilities; • extended through teachers being supported to incorporate explicit teaching

of ICT when planning learning activities. ICT capability will be:

• assessed through a growing collection of rubrics and exemplars developed by teachers and technology specialists;

• documented through a tracking system (phase 1: development) for student progress;

• documented through assessments at end of grades 5, 8, and 10 (phase1: investigation and development);

• shared with the community by displaying student work throughout the school and online.

ISK Tech Plan Adopted January 21, 2014 6

2015-16 ICT Capability opportunities will be:

• identified and implemented to add depth and richness to student learning in content elaborations that include design and computational thinking (phase 3);

• provided for differentiated opportunities in all learning areas; • offered in ICT classes at levels commensurate with evolving technologies,

and through the innovation lab; • designed by teachers to provide differentiated opportunities within

multidisciplinary learning; • implemented by students through personally relevant initiatives of their own

design; ICT capability will be:

• assessed through documentation of ICT immersion in curricula. • assessed through a growing collection of rubrics and exemplars developed

by teachers and technology specialists; • documented through a transferrable tracking system (phase 2:

implementation) that shows student progress over time; • documented through assessments at end of grades (5, 8, and 10 (phase 2:

implementation); • assessed for new MS and HS students to guide program choices; • celebrated by highlighting and displaying student work throughout the

school and online to cultivate an exciting culture of innovation. 2016-17

ICT Capability opportunities will be: • documented flexibly to include evolving technologies into subject curricula; • used to differentiate learning within curricula and interdisciplinary learning

environments; • offered in advanced media and design classes as the program develops; • integrated through class use of the innovation lab; • provided in co-curricular activities;

ICT capability will be: • assessed through a bank of exemplars that are established and revisited; • assessed at grade band levels; • tracked through a transferrable system showing individual growth over

time; • celebrated by highlighting and displaying student-generated work

throughout the school and online to cultivate an exciting culture of innovation.

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ISK Tech Plan Adopted January 21, 2014 7

Information and Communication Technology Standards The ISK ICT learning continuum is organized into six interrelated standards that are linked to the ISK Educational Aims:

• Creating and Innovating with ICT

• Investigating and Solving with ICT

• Communicating and Collaborating with ICT

• Applying Design and Computational Thinking with ICT

• Applying Cultural and Ethical Protocols when using ICT

• Managing and Operating ICT

Creating and Innovating with ICT Students use ICT to generate ideas, design plans and create processes that clarify a task or steps in order to respond to questions or to realize creative intentions and contributions. Students use unique approaches to create new solutions to challenges and generate digital models that explain systems or other phenomena. In creating and innovating with ICT, students:

• generate ideas, models, and processes using the design cycle; • present alternative solutions with unique perspective; • remix and develop new systems through computational thinking; • contribute innovatively to various disciplines.

Investigating and Solving with ICT Students use ICT to define and plan information searches of primary and secondary sources. They locate, access, generate, organize and/or analyze data and information. They apply criteria to verify the integrity and value of the digital results to their inquiry. They use computational thinking to develop models that demonstrate or explain solutions to problems and learning tasks. In solving and investigating with ICT, students:

• plan and execute focused information/data searches for investigations; • generate, organize, analyze and evaluate validity of information and data; • use models and simulations to investigate complex systems and issues; • design and develop models and procedures through computational thinking; • generate, explain, and utilize solutions to learning tasks and challenges.

Communicating and Collaborating with ICT Students use ICT to communicate and share ideas and information in order to collaboratively construct knowledge and digital solutions. Students develop an understanding of the context when communicating using ICT, including a sense of the audience, the form of communication, the techniques used, and the characteristics of the users and the technologies. In communicating and collaborating with ICT, students:

• select, plan, and participate in technology facilitated communications; • exchange ideas and solve problems in collaborative learning communities; • learn, explain thinking, and/or teach through communications technologies; • participate in collaborative online ventures that create and archive group learning.

A CO S

S CR

L S CR

A L A CO L

S A CR

ISK Tech Plan Adopted January 21, 2014 8

Applying Design and Computational Thinking Students to use design and computational thinking to understand, explain, and creatively contribute to the world. Design thinking engages individuals and teams in creative and iterative processes that enable them to transform difficult challenges into new design opportunities. The core of computational thinking is computer science, in which students learn the principles of information and computation, how digital systems work, and how to program this knowledge into working systems. In applying design and computational thinking, students:

• understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms, and data representation;

• analyze problems in computational terms, and have repeated experience of designing and writing computer programs in order to solve problems;

• identify challenges and use the design cycle iteratively to develop and test solutions; • design systems that meet the needs of communities.

Applying Social and Ethical Protocols when using ICT Students gain an understanding of the benefits and consequences of the use and impact of ICT on the fabric of society. They develop an understanding of intellectual property for digital information, and apply appropriate practices to recognize the intellectual property of themselves and others. Students use appropriate practices for security of stored digital information, and apply appropriate protocols when using ICT to safely create, communicate and share information. They identify benefits and consequences in creating their own digital footprint. In utilizing social and ethical protocols, students:

• use and participate in systems, such as Copyright and Creative Commons, to acknowledge intellectual property rights and to share own work;

• participate ethically in all digital interactions; • apply personal and digital information security protocols routinely; • create and monitor a personal digital footprint responsibility; • identify the impacts of ICT in society.

Managing and Operating ICT Students apply technical knowledge and skills to select, use and troubleshoot appropriate digital technologies when investigating, creating and communicating. Students develop an understanding of hardware and software components of varied ICT systems, including their functions, processes, procedures and devices. They apply technical knowledge and skills to efficiently and securely manage digital data within desktop, mobile, and cloud environments. In managing and operating ICT, students:

• select and use a variety of hardware devices, software, and online tools; • experience various ICT systems and learn how to move data between them; • manage digital data within desktop, mobile, and cloud environments; • develop and employ troubleshooting techniques to solve technology interruptions.

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ISK Tech Plan Adopted January 21, 2014 9

Integration Planning Technology References Australian Curriculum, Assessment and Reporting Authority (ACARA) n.d. Information and Communication Technology (ICT) Capabilities: http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/ICT (accessed 7 September 2013) Gov. UK. Department of Education (2013). National curriculum in England: design and technology programmes of study: https://www.gov.uk/government/publications/national-curriculum-in-england-design-and-technology-programmes-of-study/national-curriculum-in-england-design-and-technology-programmes-of-study (accessed 4 October 2013) International Society for Technology in Education (2007). National Educational Technology Standards (NETS) and Performance Indicators for Students: https://www.iste.org/standards/standards-for-students (accessed 5 September, 2013)

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ISK Tech Plan Adopted January 21, 2014 10

Information Communication Technology Horizontal Learner Profiles by Grade Span

Strand (Elements) Capability by end of Grade 2

(LES) Capability by end of Grade 5

(UES) Capability by end of Grade 8

(MS) Capability by end of Grade 12

(HS) Creating and Innovating

Prepare simple plans to find solutions or answers to questions.

Record ideas, represent thinking and plan solutions.

Create, re-use, revise and re-purpose digital artifacts for a given audience, with attention to trustworthiness, design, and usability.

Design and create digital artifacts or processes for a given audience, with attention to the success of serving a client’s purposes and needs.

Use simulations and graphic organizers to explore and depict patterns and connections.

Record ideas, represent thinking, and plan solutions.

Undertake creative projects that involve selecting and combining multiple applications across a range of devices to achieve challenging goals.

Produce and publish creative works and projects using a range of devices to add value to the world or to achieve new solutions.

Publish work in a variety of ways. Create or modify digital solutions, creative outputs or data representation for a particular audience or purposes. Use digital imaging technology to modify or create work of art to use in a digital presentation.

Create original works as a means of personal or group expression.

Create and publish original works as a means of personal or group expression.

Investigating and Solving

Identify, record and classify text and graphics to show patterns, connections, and processes.

Select and apply digital tools to collect, organize and analyze data to evaluate theories or test hypotheses.

Evaluate, select, and utilize information/media sources and digital tools based on the appropriateness to specific tasks.

Demonstrate analytic problem-solving, design thinking, and computational thinking in relevant problem-solving activities.

Locate information from a given set of digital sources.

Locate, retrieve or generate information using search engines and simple search functions.

Use a range of ICT to analyze information in terms of implicit patterns and structures to plan an information search or data generation needed to solve a problem.

Use advanced search tools and techniques, simulations, and digital models to locate or generate precise data and information that supports the development of new understandings.

Explain the usefulness of located data or information.

Classify and display information in meaningful ways.

Create and use databases and structures efficiently to organize, analyze, extract, and represent data to develop new information.

Design, modify and manage complex digital solutions for a range of audiences and purposes.

Communicating and Collaborating

Use ICT tools safely to share and exchange information and ideas with appropriate audiences.

Safely share, exchange information and collaborate with other learners with cultural sensitivity.

Use collaborative electronic authoring tools to explore curriculum content and to guide inquiry through multicultural perspectives with other learners and experts.

Routinely interact, collaborate, and publish with peers and experts, employing a variety of digital environments and media formats.

Effectively engage with the local Understand that email may be more Select and use appropriate ICT Participate in collaborative online

ISK Tech Plan Adopted January 21, 2014 11

and global community. effective for communicating with one person, where a forum may be better to communicate with a group about a specific topic.

tools safely to lead groups in sharing and exchanging information, and taking part in online projects with appropriate global audiences.

ventures, individually and in teams, communicating effectively with multicultural audiences.

Applying Design and Computational Thinking

Generate ideas and plan solutions. Generate ideas, develop plans of action, and choose between alternative solutions.

Design, use, and evaluate computational abstractions that model the state and behavior of real-world problems and physical systems.

Design, use, and evaluate computational abstractions that model the state and behavior of real-world problems, and document client interactions.

Generate simple solutions, modifications or data representations for personal or school purposes.

Independently or collaboratively create and modify digital solutions, creative outputs, and data representation for particular audiences and purposes.

Use programming languages to design and demonstrate solutions to a variety of problems or learning game experiences.

Use two or more programming languages, at least one of which is textual, to solve a variety of computational problems.

Recognize patterns and understand basic rules to create and debug simple programs.

Analyze problems in computational terms and have practical experience in writing computer programs that accomplish a task.

Document the use of an iterative design cycle that begins with a thorough investigation of the users’ needs to produce a prototype for testing.

Document the use of an innovative design cycle, evaluating and explaining the strengths and weaknesses of alternative designs to meet a client’s needs.

Utilizing Social and Ethical Protocols

Recognize intellectual property. Independently determine and apply digital security strategies for protecting digital information.

Understand a range of ways to use technology safely, respectfully, responsibly, and securely, including protecting personal online identity and privacy.

Independently apply appropriate strategies to protect rights, identity, privacy and emotional safety of self and others when using ICT.

Demonstrate the safe and cooperative use of technology.

Recognize and know how to cite intellectual property in work.

Apply practices that comply with legal obligations regarding the ownership and use of digital products, resources, and services.

Use a range of strategies for securing and protecting information and media, and for minimizing risks in online environments.

Use technology safely, respectfully, responsibly and securely, protecting online identity.

Managing and Operating ICT

Identify and safely operate a selected range of appropriate devices, software, functions and commands when operating an ICT system.

Identify, compare and classify basic ICT systems.

Experience current and emerging ICT systems and learn how to manage and move data between them.

Manage digital data and processes comfortably between desktop, mobile, cloud environments, and other emerging ICT systems.

Identify the main components of common ICT systems and the fundamental function.

Select from and safely operate a range of devices to undertake specific tasks.

Develop, explain, and employ troubleshooting techniques to solve technology interruptions.

Connect and interact with professionals and peers in online forums to solve technology issues and to contribute to solutions.

Attempt to solve an ICT problem independently before seeking help.

Use basic troubleshooting procedures to solve routine malfunctions.

Explore career opportunities and technology skill requirements, especially professions related to science, technology, engineering, mathematics, and artistic expression.

Participate in experiences associated with technology-related careers and experts in those fields.

ISK Tech Plan Adopted January 21, 2014 12

Communication Technology Program Implementation Timeline Information 2013-2014 2014-2015 2015-2016 2016-2017

Program Documentation

• Revisit Vision/Mission; • Create Technology AIMS; • Develop Strands

/Standards; • Create Learner profiles

and Benchmarks; • Begin to collect and store

exemplars; • Continue to include ICT

integration documentation into unit plans at the ES level.

• Develop strategy for including written ICT experiences into unit plans in MS.

• Develop ICT integration unit templates, and plan for implementation;

• Develop learner profiles, more clearly defining benchmarks with searchable exemplars;

• Begin to include ICT integration descriptions in MS unit plans;

• Develop strategy for including technology integration written into HS unit plans;

• Begin exploring, with HODs, a K-12 program for Design and Computational Thinking;

• Begin development, in consultation with HODs, of K-12 program for Digital Citizenship.

• Document differentiated ICT integration for enrichment;

• Create searchable collection of exemplars for profile benchmarks, beginning with ES and MS;

• Develop vertical alignment of existing design and computational thinking strand;

• Create collection of resources listed and available for teachers;

• Expand, with HODs, program for Design and Computational Thinking;

• Document implementation and assessment of Digital Citizenship program;

• Publish K-12 tech integration experiences and develop best practices information.

• Review all documentation for Tech Integration;

• Plan steps for improvement and filling gaps discovered in the 2015-2016 department reflections;

• Report on progress of Design/Innovation lab and plan next steps;

• Examine exemplars and resources for relevancy with current best practices.

Assessment/ Tracking System

• Investigate essential skills assessment guidelines and practices formats for use;

• Initiate ePortfolios in MS for CAS and technology;

• Investigate formal technology assessments for grades 5, 8, and 10;

• Investigate technology pre-testing for incoming students.

• Pilot one formal assessment and evaluate the results in terms of assessing progress against our standards;

• Expand in MS to include technology submissions linked to ICT standards;

• Develop system for technology ePortfolios assessment for MS;

• Consider methods of collecting ES samples of technological growth over time.

• Develop grade span technology assessment strategies;

• Expand MS Portfolios for all subjects; implement rubric evaluation system;

• Develop a strategy to explore ePortfolios with the HODs, principals, and curriculum development director in grades 4-5 and in HS;

• Explore ICT capability requirements for ISK graduation.

• Begin to develop ePortfolios as an assessment system according to any plans made in the previous year;

• Explore alternative assessment for ICT capacity in the early grades;

• Examine interpretation of formal assessment and its relevance as a tool for ISK;

• Examine levels of ICT capability of ISK graduates.

ISK Tech Plan Adopted January 21, 2014 13

2013-2014 2014-2015 2015-2016 2016-2017

Materials/Resources Needed

• Moodle/Mahara integration for Portfolio Pilot.

• Tech assessment system for 2015-2016;

• Maintain Moodle/Mahara system;

• Searchable database collection system for exemplars that is easily accessed by teachers.

• ePortfolio system; • Searchable database collection

system for exemplars that is easily accessed by teachers;

• Tech assessment system; • Possible staffing.

• Maintenance of database and assessment systems.

ES Tech Integration

Program Development

• Provide integrated ICT classes in ES lab (1/week for each class);

• Use iPads in early childhood;

• Practice keyboarding in ES lab (1/week for each class 1-5).

• Develop tech assessment system for 2015-2016;

• Continue to document technology integration using tablets and labs;

• Assess student learning through tech in units;

• Develop external collaborative activities for students;

• Reflect on current programs.

• Introduce 1:1 iPads in grade 5; • Continue integration with iPad

carts; • Continue documentation and

evaluation of tech integrated units;

• Explore possible additional lab classes;

• Investigate or pilot Innovation Lab activities;

• Pilot ePortfolios.

• Extend 1:1 iPads to grade 4; • Continue documentation and

evaluation of tech integrated units;

• Expand Innovation Lab activities;

• Implement ePortfolios or alternative assessment system.

Materials / Resources

Needed

• Apps for iPads • iPads, covers, cart or

place to charge

• Server space and organization for media and documentation;

• System for storing student work and resources;

• IPad carts / Apps; • Assessment system.

• Hardware from Tech Plan; • System for storing iPad work; • Apps and software; • Time for collaborative planning

and assessment; • Possible staffing for in-depth

tech learning; • Innovation lab resources.

• Hardware from Tech Plan • System for storing iPad work of

students; • Apps and software; • Time for collaborative planning

and assessment; • Possible staffing; • Innovation lab resources.

MS Tech Integration

Program Development

Exploratory (9 weeks) Coding (Scratch) Robotics/Programming Digital Yearbook Rube Goldberg/Algodoo Movel Integrated Model: Science, Language Arts, Social Studies, Math. Modern Languages • Roll-out iPad cart

integration: Sem. 2;

Exploratory (9 weeks) • Robotics/Programming All Exploratory classes to be determined by staffing and supplies. 1:1 iPads Grade 6 Integrated Model: • Infuse Science, Language Arts,

Social Studies, Math, PE, and Modern languages with rich learning experiences with technology

• Provide collaborative problem-

Exploratory (9 weeks) • Robotics/Programming All Exploratory classes to be determined by staffing and supplies. 1:1 iPads Grade 6-7 Integrated Model: • Provide internal and external

collaborative problem-solving activities for students;

• Infuse all subject areas with rich learning experiences with technology;

Exploratory (9 weeks) • Robotics/Programming All Exploratory classes to be determined by staffing and supplies. 1:1 Device Grade 6 – 8 Integrated Model: • Provide internal and external

collaborative problem-solving activities for students;

• Infuse all subject areas with rich learning experiences with technology;

ISK Tech Plan Adopted January 21, 2014 14

2013-2014 2014-2015 2015-2016 2016-2017 • Implement care and

guidelines agreement; • Discuss pedagogy

solving activities for students; • Involve parents in the ICT

initiatives and experiences. Enhanced MS ICT • Investigate possibility of

scheduled MS design and programming classes.

• Vertically align ICT; • Involve parents in the ICT

initiatives and experiences. Enhanced MS ICT • Investigate possibility of

scheduled MS design and programming classes.

• Check school-wide vertical alignment of ICT experiences;

• Involve parents in the ICT initiatives and experiences.

Enhanced MS ICT • Investigate possibility of

scheduled design and programming classes for MS;

MS Materials / Resources

Needed

• System/location for keeping individual student work for iPads;

• iPads for 6th grade; • IPad apps submitted; • PD for teachers.

• Server space and organization for media and documentation;

• System for storing iPad work of students;

• Grade 6 PD collaborative with teachers, students;

• Possible staffing for advanced ICT and innovation lab;

• Software suggestions; • Resources to expand use of

Innovation Lab.

• Server space and organization for media and documentation;

• System for storing iPad work of students;

• Grade 6-7 PD collaborative with teachers and students;

• Possible staffing for advanced ICT opportunities;

• Software suggestions; • Time for collaborative planning

and assessment; • Resources to expand use of

Innovation Lab.

• Grade 6-8 PD collaborative with teachers and students;

• Software / Apps; • Time for collaborative planning

and assessment; • Resources to expand use of

Innovation Lab.

HS Tech Integration

Program Development

• Plan for future needs; • Investigate staffing needs

to teach ICT 9-12 tech electives;

• Investigate way to encourage and support more tech integration.

• Investigate offering more courses involving design and computer science in electives for HS;

• With HS Principal, HOD and Curriculum Development Coordinator, develop method for including ICT integration documentation in units.

• Monitor implementation of BYOD program;

• Investigate offering more courses involving design and computer science in electives for HS;

• Document ICT integration in unit plans;

• Develop use of Innovation Lab for HS.

• Monitor and adjust BYOD program;

• Support courses involving design and computer science in electives for HS;

• Document ICT integration in unit plans;

• Extend use of Innovation Lab; • Reflect on next steps for HS

ICT.

HS Materials / Resources

Needed

• Staff, textbooks, Windows software installed on computers

• Possible HS teaching staff • Resources (software, online

resources, & texts) for 2015-16 course offerings

• Possible HS Technology Integration Staffing;

• Resources (software, online resources, & texts) for 2016-17 courses;

• Resources to support Innovation Lab learning

• Resources to support Innovation Lab learning;

• Resources (software, online resources, & texts) for 2017-18 courses..

ISK Tech Plan Adopted January 21, 2014 15

2013-2014 2014-2015 2015-2016 2016-2017

Co Curricular Options

ES • iPad photography; • Programming (Scratch).

ES • Previous year’s offerings

reviewed and new to be determined by ES.

ES • To be determined

ES • To be determined

MS • Robotics/Programming ; • Game Design/Making

(Gamestar Mechanics); • Animation (Anime Studio

9); • Yearbook.

MS: • Previous years’ offerings

reviewed and new to be reviewed by MS

MS: • To be determined

MS: • To be determined

HS: •

HS: • To be determined;

HS: • To be determined;

HS: • To be determined;

Materials / Resources

Needed

ES: iPad applications MS: Supplementary sets for robotics.

• Funding for developing rich tech co-curricular experiences.

• Funding for developing rich tech co-curricular experiences.

• Funding for developing rich tech co-curricular experiences.

Integration Training /

Professional Development

ES, MS: • Ipad training Sem. 2; • Introduce online

professional development and flipped classroom methodology (Atomic Learning) to help create a culture of finding information online.

ALL: • Opportunity to participate in

virtual training for special needs.

All: • Implement use of online-learning

Atomic Learning for students, teachers, community;

• Provide Design Thinking, Computational Thinking and Project Based Learning PD;

• Share Best Practices Pedagogy with 1:1;

• Provide Moodle / Mahara training for those who use it;

• PD Planning for 2015-2016.

All: • Support online PD and PLNs; • Provide Design Thinking,

Computational Thinking and Project Based Learning PD;

• Develop model for sharing ISK-based professional expertise during IMPACT;

• Continue sharing of and training for 1:1 best practices;

• Collect and reflect on teaching exemplars;

• PD Planning for 2016-2017.

All: • Share ISK-based professional

expertise during IMPACT; • Collaboratively design future PD

opportunities.

Materials/ Resources

Needed

• iPad apps and current Resources.

• Budget for online learning platform

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• Online Learning PD Platform Subscription;

• Funding for External Source of 1:1 PD;

• Devices in hands of all teachers in programs;

• Accessible online storage of resources for teaching with technology.

• Funding for External Source of 1:1 Assessment PD;

• Devices in hands of all teachers in programs;

• Online Learning PD Platform Subscription or substitute plan;

• Online platform for sharing teaching and learning technology resources.

• Funding for External Source of Tech Integration PD;

• Online Learning PD Platform subscription or substitute plan;

• Online platform for sharing teaching and learning technology resources.

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ISK Tech Plan Adopted January 21, 2014 16

Technology Plan Implementation Timeline

2014-2015 2015-2016 2016-2017

School-wide Equipment and Infrastructure

• Complete Wi-Fi Camus Wide • Upgrade HS and Multi-Media Server • Scheduled Equipment Replacement • Support Cabling and Equipment for new ES • Expand iPad grade 6 1to1 and MS Math • ES iPads 4 sets of 24 with Keyboards • Ipad storage units ES and MS • Support Student Devices at HS • Complete Classroom minimum tech

equipment (mounting projectors/upgraded speakers)

• Phase 1 Multi-Media in • Dedicated iPad server • Phase I Innovations Lab resources

• Improve Network Management and expand bandwidth

• Upgrade MS and ES Server • New ES Tech services and equipment • Expand iPad 1:1 to grade 7 • ES iPad 1to1 Grade 5 • Support 1to1 Student Devices at HS • Replace 18 projectors • Phase 2 Multi-Media in Commons • Wireless Projection Piloted for HS, MS • Expand Innovations Lab • 3-D Printer for Multi-Media Room • Provide Online File storage • Rewire Arts Centre

• Improve Network Management and expand bandwidth

• Upgrade Data Center switches • Implement new ES Tech services • Support Student Devices at HS • School-wide video conferencing and

broadcasting • Grade 8 iPads (MS 1to1 Completed) • iPad to 1 to 1 for Grade 4 • Wireless Projection for ES • Assess and refine Innovations

School-wide Technology support

• SYSAdmin • 2 Technicians Level 1- (Systems, ISK

Database Management and Servers) • 2 Technicians Level 2 – Support, Ipad

Management) • 2 AV Technicians – Events, Classroom

Peripherals, Multimedia • 1 Helpdesk/ SIS Technician

• No Change • Assess needs with new ES

• Possible addition of Staff

School-wide Support for Integration

• Ipad initiative continued training and support Grade 6

• Initiate iPad training for grade 7 team • 1to1 Teacher training HS • Assess services from integration perspective • Online Training Staff and Students

• Ipad initiative Grade 7 • Ongoing training and support for teachers

for iPad Grade 7 • 1to1 Implementation HS • Online Training Staff and Students

• 1:1 device initiative Grade 8 • Ongoing training and support for teachers

for 1:1 device Grade 8 • Upgrade Multi-Media Access 6-12

School-wide Instructional Staffing

Same as 13-14 • ES ICT Teacher Specialist with TA • MS Integration Specialist • HS ICT Teacher/ IB Certified

New Position • Technology Integration Specialist at HS.

Change in Position • ES ICT Lab Teaching Assistant increased

role New Position

ISK Tech Plan Adopted January 21, 2014 17

2014-2015 2015-2016 2016-2017 • Technology Integration Specialist at HS

School-wide technology software and resources

• Software Licensing renewals • Resources (software, online resources, &

texts) for 2015-16 course offerings • iPad application purchases • Resources for new ES

• Software Licensing renewals • iPad application purchases • Resources (software, online resources, & texts)

for 2016-17 courses; • Resources to support Innovation Lab learning

• Software Licensing renewals • iPad application purchases • Resources to support Innovation Lab learning; • Resources (software, online resources, & texts)

for 2017-18 courses.. Design/ Innovation Lab Initiative

• Innovation Lab (Multidisciplinary Planning), Phase 1

• Video conferencing planning, Phase 1

• Innovation Lab Phase 2 with initial implementation

• Video conferencing, implementation Phase 2

• Innovation Lab Phase 3 • Video conferencing, implementation Phase 3

Library

• Projectors for Group Study Areas (2) • Charging Stations for Students • Additional laptops for cart • Printer for ES Area

• Migrate Library database to Destiny • Assess Technology Needs as 1to1

Programs are Implemented

• Evaluate current services • Expand eBooks and Overdrive (managing

eBooks)

Training / Professional Development

• Implement use of Atomic Learning for students, teachers, community;

• Grade 6 PD collaborative with teachers and students;

• Design Thinking, Computational Thinking and Project Based Learning PD;

• HS PD for Best Practices Pedagogy with 1:1 Yearly Recurring Training • New Staff training • Pursue external consultant visit • Join ISTE (ES Integration Specialist to ISTE) • Training in new PowerSchool GradeBook • SIS Administration training • Advanced Moodle Skills • On-line tech training introduction and support

(Atomic Learning) • MS Word and Excel course offered to staff • Photo and Video Editing Course • Doc Camera Training

• Online PD and PLNs; • Design Thinking, Computational Thinking and

Project Based Learning PD; • Model for sharing ISK-based professional expertise

during IMPACT; • Collecting and reflecting on teaching exemplars. • Grade 6-7 PD collaborative with teachers and

students; • HS 1to1 Continued collaboration and training • Assess need for 16-17

• Sharing ISK-based professional expertise during IMPACT.

• Grade 6-8 PD collaborative with teachers and students

• HS 1to1 Continued collaboration and training • New Staff training • 1to1 Teaching Strategies • On-line PD implementation and support • Advanced Moodle Skills Continued • MS Word and Excel course offered to staff • Photo and Video Editing Course • Assess needs for new 3 year plan

ISK Tech Plan Adopted January 21, 2014 18

Tech Plan Estimated Budget Summary

2014-2015 2015-2016 2016-2017

Human Resources

Instructional Staff (same as 13-14) • ES ICT Teacher/ Specialist with TA • MS Integration Specialist • HS ICT Teacher/ IB Certified • IT Director

Support Staff • SYSAdmin • 2 Technicians Level 1- (Systems, ISK

Database Management and Servers) • 2 Technicians Level 2 – Support, Ipad

Management) • 2 AV Technicians – Events, Peripherals,

Multimedia • 1 Helpdesk/ SIS Technician

New Position Instructional • MS ICT Teacher

*Note: This position will also have responsibilities for the Design Technology Lab.

Change in Position Instructional • ES ICT Lab Teaching Assistant increased

role *Note: This would be converting a TA position to teaching position New Position Instructional

Technology Integration Specialist at HS

Costs $680,000 $775,000 $940,000

Operational Summary

• Communications (Internet) • Spares/ Tools • Consumables • Freight • Maintenance

No Change No Change

Costs $300,000 Capital

• Computer Equipment • Software

No Change No Change

Costs $282,000

Budget Totals

$1,262,000 $1,357,000 $1,522,000

ISK Tech Plan Adopted January 21, 2014 19

ISK One to One Program Vision A 1to1 program is an essential element for success of our technology visions of how students learn in the 21st century. The ability for our students to have increased access to information, social interaction and the ability to create and share digital content exponentially increases in a 1to1 environment.

Essential Steps/Guidelines

• Teacher training first (Work with PD committee and Curriculum Director) • Administrative support and leadership • Communication with parents, students and staff • Assess and improve infrastructure • Develop support systems both online and human • Assess current and develop new tech related policies, protocols and agreements

Timeline for Implementation HS:

• January 2014 Inform Parents of 14-15 school year plan • August 2014 HS Students Encouraged to Bring Devices to School • August 2014-June 2015: Teacher training • August 2014-June 2015: Develop student use protocols and guidelines • August 2015: HS required 1-to-1 • School year 2015-16 ongoing PD for tech integration • January 2015 assess progress • August 2016: ongoing PD for tech integration • December 2017: assess and plan for future

MS: • January – June 2014 Grade 6 1to1 Training • January – June 2014 Develop student use protocols and guidelines • August 2014: grade 6 pilot program • December 2014: Assess MS pilot continue with proposed timeline or adjust as needed • August 2015: MS expansion of 1-to-1 Grade 7 • School year 2016-17 Fully implemented MS • December 2017: assess and plan for future

ES: • August 2014: Expand Ipad Pilot • Increases access for SSS students iPads • August – June 2014 Develop student use protocols and guidelines • August 2014: iPads class sets for Grades 2,3,4,5 • August 2015: iPad sets for each grade level in new ES Building • August 2015 iPad 1to1 Grade 5 • December: 2015: Assess and plan for iPad expansion • August 2016: Expand iPad to 1 to 1 for Grade 4

The High School Device The ISK technology committee has recommended the adoption of the MacBook Pro or MacAir as the recommended model for our HS 1-to-1 program. Basis for this decision is as follows: Rationale:

• ISK is a “Mac” school. • Tech support is already trained in supporting Macs • Teachers all are issued MacBooks and are familiar with the operating system and applications • A uniform device will facilitate ease in planning lessons and supporting students during class

Requirements and procedures for student laptop:

• A minimal required package of software will be required. (ISK will assist in academic student pricing)

• Families will purchase devices, giving the students an added incentive to be responsible and accountable for their laptop.

• Provisions will be put in place for students transferring in during the school year. • During school hours and whenever connected to the ISK network students will be required to

adhere to the all ISK related student policies and the ISK Responsible Use Agreement ‘

ISK Tech Plan Adopted January 21, 2014 20

Required Software:

• MS Office • Adobe reader • Safari, Firefox and Chrome Browsers • Java • Adobe Flash • Math • Additional software may be required for specific courses

The MS & ES Device Rationale ISK Technology Integration Specialist have recommend piloting iPads as the 1-to-1 device. iPads are more manageable for students. They are compact durable and have longer battery life. iPad apps also offer a wide variety of educational software suitable to MS and ES levels. Device Ownership ISK will provide iPads and a suite of educational apps to ES and MS students. The program will be implemented during this current and plan and will not reach full implementation until the 2017-20 plan. MS 1to1 will be fully implemented by 2017. Software (Apps) A complete list of current Apps can found in the software section of this document. During the 3014-15 pilot all apps will evaluated and new ones added as the program matures. References and Supporting Resources Steps to Successful Implementation 1 to 1 Schools (Collaborative Community} Five Steps for Successful Implementation (Edutopia) Working Digitally 1 to 1 Laptop Program Research (Maine Learning Technology Initiative) Lessons from Maine LTI Program Return to Contents

ISK Tech Plan Adopted January 21, 2014 21

Library Planning Summary Definition of the Library Spaces: For the purpose of this document, the Library is considered those spaces which the librarians are currently responsible for supervising and maintaining: the main space (Secondary Library), the Group Study rooms, the Library Lab, the ES Library and Picture Book Room, the Library Office and Workroom. Current Status:

Library software: Alexandria v6.21.4 Desktop computers: Imacs

2 Circulation desk computers 14 ES student computers: 22 Library Lab computers: 15 Secondary student computers: (including 6 in MS area and 7 in Reference area)

Laptops: 20 Laptops (in cart) MacBook Pro 7 laptops for Alexandria access MacBook 2.1 (2008) 2 Librarians MacBook Pro 24 Kindles

Printers (3) “ES Printer” at ES Circulation desk [HP Laser Jet P2015dn] “Library Printer” at Main Circulation Desk [Ecosys-FS-6525MFP-Kyocera] “Commons B & W in library lab [HP C8531]

Scanners (1 in library lab) Headphones [22] Speakers [3 sets] 3 Projectors (ES, Reference, and Library Lab

Three Year Plan:

Destiny library software [a more sophisticated system with more features] 2 Projectors for group study rooms Scanner for general library use Apple power supplies (chargers) for kids to plug in and work (25) Platform for accessing purchased e-books, e.g. Overdrive, Printer for ES External access to Alexandria/Designated server

Service needs:

Access to Wi-Fi for visitors Consistent access to tech support all day from day one, for students and staff

Return to Contents

ISK Tech Plan Adopted January 21, 2014 22

Technology Use Forms and Agreements All forms and agreements for staff and students are available online at the ISK Website and on our FirstClass Email. Links to these agreements are provided below. Staff Agreements and Forms Responsible Use Agreement Admin Rights to Assigned Computer ISK Code of Ethics Social Media Guideline Equipment Checkout Summer use of Laptop Wireless Access for Personal Devices Student Agreements and Forms Responsible Use Agreement Wireless Access For Personal Devices

IT Staff Agreements and Forms System Administrator Acceptable Use Technicians Acceptable Use Confidentiality Protocol Return to Contents

ISK Tech Plan Adopted January 21, 2014 23

Planned Classroom Standard Tech Equipment

Return to Contents

Classrooms Standard

LCD projector – ceiling mounted, power required in ceiling, VGA, S-video/Component Video, and PS2 cords required from ceiling mounted location to computer position.

Projection Screen

Document Camera

Speakers

Computer or Laptop

Wireless Access (Campus Wide)

Digital Camera

Convenient Access to Printer – one network printer within each pod/block of classrooms

Ability to Control and Annotate Projected Desktop (This may be done through Smartboard, Apple TV, iPad app or other emerging technologies. Three year phased implementation)

Multiple Connection Points (in classrooms)

ISK Tech Plan Adopted January 21, 2014 24

Current Software School-Wide Adobe Adobe Acrobat Pro Adobe CS5 Audacity Audio Score Light Automator Calculator Comic Life Dropbox DVD Player FMP Firefox Garage Band PCClinet Gimp

GSPS Google Chrome Grab IBooks Author iDVD Image Capture iMovie Inspiration iTunes iWeb Keynote MS Office Numbers Pages

PhotoBooth PhotoScore Lite QuickTime Player Preview Safari Scratch Stickies Utilities (Basic Set) VLC Flip4Mac Silverlight Video Download Helper Java Flash

ICT Labs Additional Software ES Lab Front Row GCompris Kidspiration Scratch Tux Paint Timeliner SketchPad Google earth SketchUp

MS Lab Algadoo Inspiration Google earth SketchUp Lego Mindstorm

HS Lab MAMP Neo Office Open Office Text Wrangler Dual Boot Win7 MS Office Pro Win Google earth SketchUp

Subscriptions/Licensing Tech Office Netgear WC License (50 AP) Web Helpdesk PaperCut FirstClass Email Web Hosting Service - Finalsite PowerSchool

School-Wide Turnitin Moodle HS Naviance healthteacher.com

SSS BrainPop ESL Comp assessment Co-Writer Co-Write iOS EMC Read Naturally RazKids Reading AtoZ Touch Type Read Spell (20 User)

Library Alexandria NoodleTools BrainPop

MS IXL Go Animate Liguascope Spanish/French Anine Glogster

iPad Apps iphoto iMovie Pages Numbers Keynote Adobe Reader MagicPlan CALC My Story Splash Math Grade 4 Spelling Phonix Todo K-2 Math Sail Through Math Gappy's First Words Monkey Word Social Quest Montessori Geometry Mystery Math Museum Articulation Station

The Human Body RazzKids ClassDojo Speech Journal Solar System Best Book Creator Grammar Wonderland Starfall Learn to Read Dropbox TiltShift Camera Studio FX Photo Studio Photo Collage Wide Split Lens SceenChomp Haiku Deck Google Earth Toontasstic Biobots

Little Writer Puppet Pals Doodle Dandy Musical Mel Awesome Eats Alien Assignment iWrite Words Butterfly Math Color Accent ToonCamera Monkey Math Park Math Butterfly MAth RowCoi Learn with Homer Collins Big Cat ABC Ninja Grammar Wonderland Ladybird Read

Math Bugs Tiny Fractions Meerkat Math Marble Math Lite Long Division Touch Bluster Storia Spell Friends GeoDash Day in History Measure length Visual Dictionary Alice's Adventure The Ugly Duckling iWrite I Love Mountains iBooks Geoboard Sun by Kids Discover

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ISK Tech Plan Adopted January 21, 2014 25

Current Hardware Summary

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Equipment Summary

All Classrooms Projector, Document Camera, Speakers, Computer or Laptop

Commons Level 0 5 Computer Labs with Projectors 20 Computer in General Area 7 OPAC Stations 2 Projectors in Common Area Laptop Cart (20 units) 24 Kindles

iPads ES - 24 SSS - 12 HS - 6 MS -24 + (24 awaiting delivery)

Laptop Carts ES-1 MS-1 MS Science - 1 HS Science - 1 Library -1

Laptops Student Use – 120, Staff Assigned - 90

Desktop iMacs

Student Use 150 Staff Assigned 66

Mac Minis Support Staff - 7

EMacs Operations - 6

Servers Mount racked- 7

Printer and Copiers Networked Printers - 32 Networked Copier/Printer - 10 Small Office Printers - 14

Digital Cameras Recorders Digital Cameras -72 Video Cameras - 24 Audio Recorders – 12 Document Cameras - 42 LCD Projectors - 56