Running head: RHS: EDUCATIONAL TECHNOLOGY PLAN 1
DoDEA - Ramstein High School
Educational Technology Plan
2014-2019
EDUC 638
Spring 2014 Subterm B
Dr. Vonda Beavers
Liberty University
Table of Contents
RHS: EDUCATIONAL TECHNOLOGY PLAN 2
Team Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Mission, Vision, & Value Statements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Strengths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Weaknesses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Threats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Total Plan Budget . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Children’s Internet and Protection Act (CIPA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Responsible Use Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
NETS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
6
Logic Model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Appendix A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Appendix B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
Appendix C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Appendix D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
RHS: EDUCATIONAL TECHNOLOGY PLAN 3
Team Members
Mrs. Dell McDonalds, Superintendent
Mr. Gregory King, Principal
Mrs. Patricia Church, Assistant Principal
Mr. Daniel Domino, Assistant Principal
Mrs. Michelle Arby, Guidance Counselor
Mrs. Beth Bell, Educational Technologist
Mr. Tom Wok, Media Specialist
Mr. Johnny Rockets, Teacher PTA Co-Chair
Mrs. Tarra Starbucks, Teacher Technology Committee Chair
Mrs. Jacqueline Box, Teacher
Mrs. Tracy Silvers, Teacher
Mr. Bob Evans, Teacher
Mrs. Susan Applebee, Parent PTA Co-Chair
Mrs. Wendy Johns, Parent
Mr. Robin Hut, Parent
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Mission
Technology Implementation and Planning Committee (TIPC) will ensure that all students at
Ramstein High School (RHS) are educated and engaged in the use of technology in order to
empower each student to succeed in a dynamic world.
Vision
TIPC will aim to incorporate the use of technology to prepare students to be independent
thinkers and life-long learners in order to reach high achievements as well as social and
environmental responsibilities.
Values
The TIPC will work towards developing a student-centered learning community that will allow
students to reach their full potential. The diversity of our students will be used as an asset to
encourage partnerships that will help develop academic, social and emotional well-being of the
students. The TIPC believes that by providing access and opportunities through Web 2.0 tools
that teachers will reach higher efficacy and students will become higher achievers. We are
dedicated to the development, design, and delivery of technology enabled learning experiences
that foster student satisfaction and success. TIPC also fosters a professional learning
environment for educators to be prepared to be high performers in the classroom.
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Needs Assessment
The needs assessment is based off the survey conducted to the 65 teachers employed at RHS,
which can be found at: https://www.surveymonkey.com/s.aspx?
PREVIEW_MODE=DO_NOT_USE_THIS_LINK_FOR_COLLECTION&sm=xonfgEsgZrvq4a
%2bBgJnOSvMzL%2fYd262amVKSPaQXstM%3d (See Appendix A for screenshots of the
survey and Appendix B for results).
Strengths
RHS has several strengths when dealing with empowering their students to become life-
long learners. Educational technology at RHS is widely available. There are Computers on
Wheels (CoW's) in almost every classroom along with a SMARTBoard. Teachers have access to
laptops and desktops for personal use and wireless internet is readily available for teacher's use.
Some teachers have Elmo projection tools located within their classrooms. RHS has four
computer labs available for classes along with a media center located in the library. Four
classrooms are set up for technology courses such as video communication and web design. The
special education department has AlphaSmarts for note taking. A considerable amount of
teachers are trained in Microsoft Office and there is a good foundation of teachers who feel that
technology is important. Students are perceived as eager to learn with technology and some
classes already use Weebly as a safe and effective way for students and teachers to connect and
collaborate with other classes both in and outside of RHS. RHS has also utilized technology in
order to communicate with the community stakeholders through the use of weekly bulletins that
are mass emailed.
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Weaknesses
Although there is a wealth of technology available for teachers to integrate into their
lessons, many instructors feel unequipped and poorly trained to make the most use of the
technology. Teachers identified the need for general training on integrating technology into their
lessons along with the desire to be trained on the use of Bring Your Own Device, BYOD. They
have also determined a need for training on the use of social media networks for instructional
purposes. Overall, the survey participants felt the truest statement about technology is “I am not
trained properly to use technology in my classroom.” This lack of training can in turn mean that
students are not encouraged or engaged in the use of technology for educational purposes. In
addition, due to the military community this particular school is located in, a weakness could be
lack of diverse technology teachers incorporate. Many times military children are combined into
a single group and not looked at by their other various characteristics.
Opportunities
There are many opportunities for the use of technology in the classroom; it is simply a
matter of making the most of professional development and training. During the school year,
there are several continuous school improvement, CSI, days available for training. The
technology committee also meets monthly and offers to help plan technology training sessions.
These training sessions can be for fellow faculty members, administration, or the student
population.
In addition, many of the instructors use their Weebly pages quite often. This can be a
great way to allow networking after training and encourage even more integration of technology
in the classroom. The Weebly pages give absent students the opportunities to find their missing
work as well as be able to differentiate their own learning based on the course topics. However,
RHS: EDUCATIONAL TECHNOLOGY PLAN 7
like much of the technology available, teachers need to utilize their Weebly’s properly. With the
effective implementation of technology training on CSI days, the teachers will be able to create a
learning environment that fosters the development of 21st century skills. This will lead to
students becoming independent thinkers and be able to use technology both inside and outside of
school for reaching their full potential.
Threats
As with many schools and districts, the current budget doesn’t allow for much more
technology in the classrooms. Being a school of the Department of Defense means that funds
used for the school are linked to those associated with the military. When funding for the
military is cut or bases are closed overseas, this affects RHS. Thankfully, the school is already
equipped with some great technology that can be utilized.
The teachers, however, lack the proper training to incorporate technology into their
lessons. Much of the technology is not being used to its full potential, or even worse, unused.
Lack of suitable training leaves the instructors unsure on how to implement technology
effectively into their lessons. This can also lead to the issue of teacher motivation. Though
training can relieve some of the frustrations that can be associated with using technology in the
classroom, it is up to the teachers themselves to want to utilize technology to improve their
learning environment.
In addition, another threat is student behavior. This can impede the use of technology in
the classroom. Once teachers are properly trained, they will then in turn be able to train their
students on the uses of educational technology. When students are unaware of the benefits or
lack the knowledge to utilize the tools given, behavior problems can start to surface. This can
RHS: EDUCATIONAL TECHNOLOGY PLAN 8
threaten the implementation of the technology already available as well as stunt the progression
of incorporating new ideas such as BYOD into the school.
Goals
Goal 1
Starting March 1, 2014, in order to prepare teachers to be high performers in the
classroom, TIPC will provide those educators with a monthly training in SMARTBoard
technology while facilitating a best practices plan concerning the use of CoWs by teachers.
Training will be provided specific to teacher’s level of competency and competency levels will
increase 75% by June, 2015. Program needs will be reevaluated in August, 2015.
Goal 2
By August 11, 2014, TIPC will create and plan 5 technology integration lessons for use
of professional development. Topics for the lessons will include (but not limited to) the use of
SMARTBoards, PowerPoint/visual media, and BYOD tips. These lessons will be implemented
in both beginning of the year training and CSI days throughout the school year. Teachers should
be proficient in four of the five lessons.
Goal 3
Starting August 11, 2014, TIPC will implement a beginning of school year staff training
based on the needs of the school and staff requests in order to stress the benefits of using the
available school-wide technology in the classroom that will increase staff acceptance of
technology by at least 85% by June 14, 2019.
Goal 4
By June 13 2014, TIPC will ensure that an online community has been set up using an
online forum EDU 2.0 for the staff to collaborate and share ideas on new technology, technology
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use, implementation, and issues. All teachers will participate in monthly discussion forums with
a minimum of 6 posts or replies.
Goal 5
By January 1, 2018, TIPC will integrate BYOD into the 5 year technology plan, with a
BYOD implementation date no later than August 11, 2019. Budgeting, teacher-training, and
configuring a BYOD-friendly Wi-Fi network will all need to be included in the plan. Other
documents, such as a technology-use agreement policy (lists expectations and consequences for
student technology use) will need to be drafted and approved by January 1, 2018.
Strategies
Goal 1
1. By May 1, 2014, TIPC will appoint a technology specialist from TIPC to develop and
employ assessment metric to determine individual teacher's SMARTBoard training needs.
2. Based on individual assessment results, TIPC will map out a schedule for conducting
SMARTBoard training (functionality and use) to be completed by June 1, 2015.
3. By May 1, 2014, TIPC will use same assessment metric for SMARTBoard training to
determine teacher's training needs in CoW's.
4. Once assessment is complete, TIPC will determine a schedule for monthly training on
CoW's by June 1, 2015.
5. By August 1, 2015, reassessment will be conducted by TIPC to determine actual versus goal
and will modify and adjust monthly training accordingly beginning September 1, 2015.
Goal 2
1. In January of 2014, the TIPC conducted a brief survey to determine the lowest common
denominator of what technology is being implemented in the classroom.
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2. From the survey, the TIPC will decide on five topics that all (or most) instructors should
be trained on by May 1, 2015. These topics include the use of SMARTBoards,
PowerPoint, Prezi, IT “Quick-Fixes,” and how to use social media in the classroom.
3. With the list of topics complete, the TIPC will plan out the CSI tech training times for the
whole year. This schedule should be completed by August 2, 2014.
4. The TIPC will nominate different staff members to be the teacher for the specific CSI
tech training times by August 11, 2014.
5. Teacher proficiency will be assessed by the implementation of each lesson topic within a
month of the CSI lesson date.
Goal 3
1. The TIPC will work closely, through the use of email communication as well as during
school meetings, with the stakeholders of the school such as the district office,
administrators, and teachers in order to obtain a complete list of the types of technology
already available for teachers to utilize by August 1, 2014.
2. The TIPC will base the types of activities incorporated in the staff training will be
researched based including the best practices of engaging and educate faculty members to
order to increase buy in by June 14, 2019.
3. The TIPC will design a survey to assess teacher buy in of technology given at the end of
each school year in order to see if there is an increase by June 14, 2019.
4. During the training on August 11, 2014, the technology community will identify
individuals who are “experts” in the various technology tools in order to provide support
for faculty throughout the school year.
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5. The TIPC will also identify those staff members that might need more help or
encouragements in order to better assist them with successful technology implementation
throughout the school years 2014-2019.
Goal 4
1. The TIPC will create an online EDU 2.0 learning community by June 13, 2014.
2. The TIPC will create the EDU 2.0 site and create a flipped professional development
video in order to instruct staff members how to sign up and start their process that will be
ready to view by May 28, 2014.
3. The TIPC will identify members of the faculty that are available in order to assist with
troubleshooting any complications by August 31, 2014.
4. The TIPC will send reminders to staff on a biweekly basis reminding them of the
requirements of monthly participation in EDU 2.0 throughout the school years 2014-
2019.
5. The TIPC will also participate in the forum regularly in order to boost the learning
environment throughout the school years 2014-2019.
Goal 5
1. The TIPC will include BYOD in their monthly meetings to determining needs and plan
the implementation timeline starting in August 2015.
2. The TIPC will meet with at least 2 technology companies to determine network load and
submit budget of upgrades in proposal by June 16, 2018.
3. The TIPC will finalize the BYOD implementation plan by January 1, 2019.
4. The TIPC will finalize technology-use agreement policy by January 1, 2018.
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5. The TIPC will hold two meetings with parents in the 2018-2019 school year to layout
expectations and guidelines for students in regards to BYOD being implemented in
August 2019.
6. The TIPC will hold training in August of 2019 to help teachers understand best practices
of BYOD in their classrooms.
Total Budget Plan
TIPC will be working closely with the district office as well as the administration to
receive funding for the various technologies needed to enhance the learning environment at RHS.
SMARTBoards, CoWs, and internet access have already been provided into the classrooms for
immediate use and due to this the initial cost for these items will not be included in this plan.
These tools will be directly used to accomplish goals 1, 2, and 3 and will require a maintenance
fee. The maintenance cost for SMARTBoards is approximately $20,000/year ($100,000 for 5
years). This cost covers replacement features such as bulbs at approximately $400 each, markers
at approximately $20 each, and batteries at approximately $30 per 20 pack (Smart Technologies,
2006; Greenberg, 2011). This cost also covers general maintenance of the technology averaged
at about $1,215 per device over a five year span (Greenberg, 2011). In addition, there is a
licensing cost for the SMARTBoard notebook software installed on the computer. The average
cost per year for all RHS SMARTBoards will be $3,757 (PEPPM, 2013). CoWs contain
approximately 16 laptops and are located in all 65 classrooms. The price to maintain laptops
varies depending on the damage endured. The average price of repairs per student is $10/year
(Morrigen, 2011). RHS has around 1,000 students. Therefore, during a year span it would cost
approximately $10,000 to repair computers. However, though this might be the cost to fix the
broken part or replacement of a cable the labor cost must also be taken into consideration. RHS
RHS: EDUCATIONAL TECHNOLOGY PLAN 13
has a technical support team and a portion of their salary is for fixing these computers.
Therefore, $55,000/year has also been added to the budget for this job position (DoDEA, 2013-
2014). Finally, having wireless internet capabilities is a requirement of this technology plan. All
classrooms are equipped with the ability to pick up the already existing wireless signal.
However, the maintenance cost for the next five years to keep this network up and running is
approximately $10,500 per year as based on German internet prices.
There are also several other technologies that will be introduced to RHS throughout the
next five years. One of them is EDU 2.0. This technological tool will be implemented into RHS
through this plan to satisfy goal 4. The startup cost will be $252 and includes maintenance and
troubleshooting. Therefore, this technology will total $1,260 for a five year period (EDU 2.0,
2014).
Another budget item is the stipend for those instructors that will provide training on CSI
days. Every year, the TIPC will select five topics of using technology in the classroom from
either a survey or observation. Each topic will be scheduled and an instructor will be asked to
lead the professional development session for all instructors at the school. $2,000 per year
would go towards a $400 stipend for each training session’s instructor. This is meant to motivate
the instructor, as well as show that the school is very interested in quality professional
development for its teachers.
BYOD deals with goal 5 of this technology plan and requires both start-up and
maintenance costs. The goal is to implement the BYOD network by August of 2019, and while
that is a few years off, the estimated startup costs could be around $300,000 to $400,000 and
yearly maintenance fees are estimated around $20,000 to $30,000. Much of the startup costs will
be to upgrade the current network and boost wireless signals to support the demands of BYOD in
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every classroom. The TIPC will be meeting with at least two technology companies and will
select one to carry out the BYOD implementation on the technological side (See Appendix C).
CIPA
The Children’s Internet Protection Act also known as CIPA was established in 2001 and
is defined as the guidelines set forth by Congress in order to protect children from “obscene or
harmful content over the internet” (FCC, 2014, p. 1). RHS is a DoDEA school in which the
government already monitors the computers for appropriate behaviors among staff and students
and this practice will continue through the five year technology plan. In addition, filtering and
firewall protection will be maintained among the school computers to ensure only suitable
content is getting through. This will be the responsibility of the technology staff as well as the
government. Though the technology plan for RHS is designed mainly for the growth and
professional development of technology with the staff members this will also affect the students
as well. As the faculty feels more comfortable and confident implementing technology into their
lessons the students will in turn use technology more frequently. Therefore, RHS will ensure
that all teachers closely monitor their student’s use of laptops during the 2014-2019 school years
as well as strictly observe the BYOD devices in the 2019 school year. Teachers will also need to
be aware of digital netiquette practices in order to ensure that the guidelines of CIPA are being
met. Lastly, RHS’s technology staff will schedule a meeting with library personnel,
administration, teachers, and district representatives to discuss the guidelines and policies. This
meeting is a requirement of CIPA that allows the school to apply for E-rate funding (FCC, 2014).
The E-rate program is a name used for the schools and libraries universal service support
program. This permits schools to obtain funding for educational technology without the hassle
of applying for multiple grants (NCLB, 2008). E-rate can give schools a discount of 20-90%
RHS: EDUCATIONAL TECHNOLOGY PLAN 15
based on their qualifications (FCC, 2014). However, no school will qualify without abiding by
the guidelines of CIPA (FCC, 2014).
RUP
It is understood that the possession and usage of technology on school property is a right
not a privilege. Ramstein High School reserves the right to track all interactions, behaviors, and
correspondences that take place on school’s technology devices or that take place on the internet.
Students and teachers will have a limited expectation of privacy when using their own personal
devices with the understanding that such usage does not violate the law or the rights of others.
This will be monitored through the district office by the allocated government program used for
the Department of Defense when the devices are connected to the school’s wireless internet.
This program is not specified to the public. In addition, teachers will consistently walk around
and look at the screens of the students while in the classroom to ensure on task behaviors.
Violation of the responsible use of school technologies may cause use of technology privilege to
be revoked. Use of all technologies relating to school owed technologies and its corresponding
internet connect will be limited to educational purposes/functions. Educational purposes include,
but are not limited to: homework, classroom functions, professional development, and
communication with outside experts. At no time will technology be used for the purposes of
ridiculing, demeaning, or otherwise bullying teachers, students, or anyone associated with the
school. All users of technology including staff, students and contractors will be expected to act
appropriately with technology usage. It is the responsibility of the user of technology to contact
school administrators or the IT department to clarify usage guidelines when questions about such
usage exist. Technology may not be used to access social networking sites, or for the purposes of
plagiarizing other’s work. At no time will the commercial use of school technology be permitted
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including using school technology to barter, sell, or purchase any services or products. Staff or
students involved in fundraising campaigns for events sponsored by the school must obtain
permission from administrator or equivalent authority before using technology services to solicit
funds (See Appendix D).
NETS
The national education technology standards (NETS) are designed for both students and
teachers. This particular 5 year plan focuses mainly on standards 3 and 5 for teachers and
standard 6 for students. In standard 3, educators are working towards becoming knowledgeable
models of technology through communication, collaboration and modeling. The goals 1, 4 and 5
stress the importance of this by teachers participating in monthly trainings, the online
collaboration community EDU 2.0, and learning how to implement BYOD. Standard 5 deals
with the professional development of teachers and is shown specifically in goals 2 and 3.
Though not specified, standards 1, 2, and 4 will also be seen throughout the 5 year plan upon
implementation of the learned technology. As teachers start to understand what technology is
available and how to use it properly in their lessons, they will be able to facilitate and inspire
student learning and creativity (standard 1), design and develop digital age learning experiences
and assessments (standard 2), and promote and model digital citizenship and responsibility
(standard 4) (NETS-T, 2000). Standard 6 applies to all the goals set forth by this technology
plan. The students are asked to learn, use, apply, and troubleshoot the technologies being
implemented by their teachers. The same will apply for the other technology standards for
students. As technology becomes more prominent in the classroom they will learn how to use
technology to be creative and innovative (standard 1), communicate and collaborate (standard 2),
research information (standard 3), make decisions, think critically, solve problems (standard 4),
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and be successful digital citizens (standard 5) (NETS-S, 2007). All the NET standards will be
used a guide at RHS in order to maintain proper technology integration into the educational
system throughout the next five years.
Logic Model
The logic model is available in a separate document. See EDUC698_GoalMatrix_Team1.
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Resources
Advancing digital age teaching. (n.d.). ISTE-NETS-T. Retrieved January 22, 2014, from
www.iste.org/standards/nets-for-teachers.
Centerville-Abington Community School Corporation. 2014. Student Technology Responsible
Use Policy. Retrieved from www.centerville.k12.in.us.
Christian Academy School System. 2014. Technology Responsible Use Policy (RUP) - High
School. Retrieved from www.caschools.us/Websites/caschools/files/Content/2470329/
student_responsible_use_9-12.pdf.
CIPA. 2014. In FCC.gov. Retrieved February 17, 2014, from
http://www.fcc.gov/guides/childrens-internet-protection-act
Department of Defense Education. (2013). Fiscal year 2013 budget estimates . Retrieved from
http://comptroller.defense.gov/Portals/45/Documents/defbudget/fy2013/
budget_justification/pdfs/01_Operation_and_Maintenance/O_M_VOL_1_PARTS/
O_M_VOL_1_BASE_PARTS/DoDDE_OP-5.pdf
Department of Defense Education. (2014). Fiscal year 2014 budget estimates . Retrieved from
http://comptroller.defense.gov/Portals/45/Documents/defbudget/fy2014/
budget_justification/pdf/01_Operation_and_Maintenance/O_M_VOL_1_PART_1/
DoDDE_OP-5.pdf
DoDEA. (2014). Student Guidelines for Laptops. Retrieved from
www.alco-hs.eu.dodea.edu/STUDENT%20GUIDELINES%20FOR%20LAPTOPS.pdf.
E-RATE. 2014. In FCC.gov. Retrieved February 17, 2014, from
http://www.fcc.gov/encyclopedia/e-rate-schools-libraries-usf-program
Greenberg, D. S. (2011). Smart boards - worth the cost?. Retrieved from
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http://www.davidgreenberg.org/2011/01/20/smart-boards-worth-the-cost/
Morrigan, E. (2011, December 8). Laptop repair costs strain one-to-one school districts - see
more at: http://www.educationnews.org/technology/laptop-repair-costs
-strain-one-to-one-school-districts/
NETS for students 2007. (2007). ISTE-NETS-S. Retrieved January 22, 2014, from
http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2.
NETS for teachers 2000. (2000). ISTE-NETS-T. Retrieved January 22, 2014, from
http://www.iste.org/docs/pdfs/nets-t-standards.pdf?sfvrsn=2.
No Child Left Behind Act of 2001, 20 U.S.C. 6319 (2008).
PEPPM. (2013). Pricelist template form. Retrieved from
http://www.peppm.org/Products/smarttechnologies/price.pdf
Saint Gertrude High School. (2014). SGHS Responsible Use Policy. Retrieved from
http://www.saintgertrude.org/podium/default.aspx?t=108053
Smart Technologies. (2006). Evaluating total cost of ownership for smart board™ interactive
whiteboards. Retrieved from http://downloads01.smarttech.com/media/research/
whitepapers/tcowhitepaper.pdf
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Appendix A
Screenshots of the needs assessment survey located on surveymonkey.com.
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Appendix B
The following are the most popular answers based off of the results of the needs assessment
survey taken by the 65 teachers at RHS.
1. somewhat uncomfortable
2. true
3. I am not trained properly to use technology in my classroom.
4. A few times
5. Somewhat important
6. Weebly, Microsoft Office
7. Microsoft Office, SmartBoard
8. Laptops
9. 1, AlphaSmart
10. Yes, technology is important to engage students and prepare them for the future
11. Yes available but not used.
12. Laptops, BYOD, and Social Networking
13. Student engagement
14. motivation, budget, student behavior, training
15. Tablets and google glasses
RHS: EDUCATIONAL TECHNOLOGY PLAN 23
Appendix C
Itemized budget for all goals above, including start up, first and five year maintenance costs.
Technology Start Up Cost Maintenance Cost(1 year)
Maintenance Cost(5 years)
Smart Boards $0.00 $20,000.00 $100,000.00
CoWs $0.00 $65,000.00 $325,000.00
EDU 2.0 $252.00 $252.00 $1,260.00
BYOD $400,000.00 $30,000.00 $150,000.00
Professional Development Stipend $0.00 $2,000.00 $10,000.00
Totals $400,252.00 $117,252.00 $586,260.00
RHS: EDUCATIONAL TECHNOLOGY PLAN 24
Appendix D
Below is a copy of the Responsible Use Policy of Ramstein High School, as well as the contract
that students, parents, teachers, administration, and media specialist sign (Centerville-Abington,
2014; Christian Academy, 2014; DoDEA, 2014; Saint Gertrude, 2014; NETS-S, 2007).
RESPONSIBLE USE POLICY – RHS
RHS feels that technology use in the classroom is an important aspect of the learning environment. However, this privilege must be treated with respect. Please review the following responsible and irresponsible practices of technology use here at our school. Then sign the attached sheet agreeing to the proper use of technology.
Responsible Use:· Use technology to be creative or innovative· Communicate or collaborate with teachers or peers· Use school technology for general instruction and for research purposes· Think critically, solve problems, and make decisions using technology· Being a good digital citizen· Show an understanding of the use of technology· Create secure passwords· Only use social media and websites for educational purposesIrresponsible Use:· Obscene materials may not be viewed or sent· Install unauthorized programs· Bypass the web filtering system or network security firewalls· Hack into other individuals files or programs· Copy software purchased by the school for personal use· Damage any school technology· Remove any technology purchased by the school without proper authority· Use technology to cyber-bully or harass other individuals· Connect to the school internet network without permission· Overusing the bandwidth available· Sharing private information such as your password with others· Stealing or using other individuals devices without permission· Plagiarize work or information· Using technology to solicit funds without permission· Using the RHS logo for any reason without permission
Violation of the responsible use policy will result in the privilege of technology use at RHS to be revoked. This can greatly impact the learning environment for the student in a negative way. Think before you make decisions.
RHS: EDUCATIONAL TECHNOLOGY PLAN 25
RESPONSIBLE USE POLICY – RHS (cont’d)
I have read and understand the Responsible Use Policy of Ramstein High School, and acknowledge that my use of technology and digital media at RHS is a privilege and not a right. If, at any time, I am in violation of this document, I understand that my access to technology at RHS will be limited or completely blocked.
Student Name ____________________________________ Grade ___________
Student’s Signature
____________________________________________ _______________Name Date
Parent/Guardian Signature
____________________________________________ _______________Name Date
Homeroom Teacher Signature
____________________________________________ _______________Name Date
Administrator’s Signature
____________________________________________ _______________Name Date
Media Specialist Signature
____________________________________________ _______________Name Date