Evaluation BenderM

7/30/2019 Evaluation BenderM

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Technology Environment Evaluation Summary for Lewis & Clark

Elementary School

by Marne Bender

Demographics of Lewis and Clark Elementary School

Lewis and Clark Elementary School is located in a small town of approximately 2,000 people.

However, this small town is located adjacent to a town of 30,000, so many students from the surrounding

area also attend Lewis and Clark Elementary School. The public schools population, consisting of grades

two through five, is approximately 520 students.

The school is not very ethnically diverse and is reflective of the area and state it resides in. Lewis and

Clark Elementary does serve students from low socioeconomic situations, with approximately 40% of

students receiving free or reduced lunches. The average income in the town is $35,000, predominantly

made of middle to lower middle class families.

The school has made strong increases with NCLB required testing with both reading and math. In 2011,

students achieved 93% proficient in reading, while the state achieved 86%. For math, the school achieved

87% proficient in math, while the state achieved 68%.

Evaluation

The following technology evaluation is based on the Maturity Model Benchmarks from the

Technology Use Plan Primer by Peter H.R.Sibley and is shown below.


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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 stakeholders 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


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Instructional and administrative personnel are knowledgeable in the use of technology

Five filters were chosen to comprehensively evaluate Lewis and Clark Elementarys current technological

state each filter titles the following tables. Categories corresponding to each filter are then rated and

justified through the summary.

ADMINISTRATIVE FILTER

Category Rating Summary

Policy:

Behavioral

Integrated There is an expectation of

technology integration in the

classroom and it is embraced by

the majority of staff and support

staff.

Policy:

Resource/Infrastructure

Intelligent Students are required yearly to

sign a technology policy

agreement. Consequences are

used for students who break it.

Staff also sign acceptable use

policies for computer use and

other devices.

Planning:Behavioral

Integrated A technology plan exists for the

district and is reviewed yearly on

an informal basis. Plan is flexibleand connects to various parts of

the curriculum, state standards,

and national standards.

Planning:


Integrated A technology plan exists for the

district and is reviewed yearly.

Dissemination to staff could be

more formal for staff to stay

properly informed of changes

made.

Budget:

Behavioral

Intelligent Flexible plan accounts for future

upgrades, student needs, and

staff needs.

Budget:Resource/Infrastructure

Integrated Specific technology budget is

allowed but is also dependent on

school budgets and state


4/8

budgets. The budget can be seen

as overly optimistic at times.

Administrative Information:

Behavioral

Integrated Majority of administrative

systems are paperless school

systems are not entirelypaperless, however.

Administrative Information:


Integrated All administrators and staff have

access to and utilize

administrative systems support

staff is much more limited.

CURRICULAR FILTER


Electronic Information:Behavioral

Integrated Staff and students rely on

technology to find information

regularly these technologies are

shared though so inability to use

them can occur (very

infrequently).

Electronic Information:Resource/Infrastructure

Intelligent Students and staff have accessto a variety of devices (tablets,

netbooks, laptops, computers)

providing both depth and

diversity within the devices

unique aspects.

Assessment:

Behavioral

Islands While technology is used to

create and enhance curriculum,

teachers are only beginning to

find out how the devices can be

used to evaluate students and

student work. Formal student

evaluations (such as MAPS) do

take place with computers.

Assessment:


Integrated Formal testing for student

evaluations can take place on

computers. As for other tools,


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such as iPad or Web 2.0 tools,

teachers just arent using them

regularly yet due to lack of

professional development .

Curriculum Integration:Behavioral

Integrated The majority of teachers andstudents utilize electronic and

online components of the

curriculum on an everyday basis.

Curriculum Integration:


Integrated Certain subjects have online and

electronic components that are

accessed by both teachers and

students.

Teacher Use:

Behavioral

Integrated Teachers use technology daily

for administrative tasks,

communication, and with thecurriculum. Some work could be

possible without technology.

Teacher Use:


Intelligent All teachers have access to

technology in their work area,

and can ask for additional

technology if necessary. They

may not necessarily receive it,

however.

Student Use:

Behavioral

Integrated With a 1:1 iPad initiative in

place, and plenty of other

devices available, students have

many opportunities to use

technology. Learning is not

dependent on technology at all

times, though.

Student Use:


Intelligent Students have access to a

plethora of devices to meet their

needs.

SUPPORT FILTER


Stakeholder:

Behavioral

Islands The school board and

administration are well aware of


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planning and implementation.

More could be done to include

parents, and better inform

teachers.

Stakeholder:Resource/Infrastructure

Islands Some groups are included in theimplementation process.

Administrative Support:

Behavioral

Integrated Administration has been

supportive with technology

implementation.

Administrative Support:Resource/Infrastructure

Integrated Professional development

opportunities have been provided

for staff, as well as informal

discussions during staff

meetings/grade level meetings.

Training:

Behavioral

Integrated The majority of staff is eager

and willing to engage in

technological trainings.

Training:


Integrated Professional development

opportunities heavily occur

before the start of the school

year a bit more could be done to

provide continuous development

throughout the academic year.

Technical & Infrastructure

Support:Behavioral

Intelligent The staff knows what formalroutes to take for technological

support and all staff are willing

to assist or direct each other.

Technical & Infrastructure

Support:


Integrated The district has a full time I.T.

employee, which is one person

for three schools. The employee

can be spread thin, but is very

supportive.

CONNECTIVITY FILTER


Local Area Networking:Behavioral

Integrated Staff is dependent upon network

access, and access a variety of


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networks for administrative and

preparation purposes. Students

access only one network.

Local Area Networking:


Integrated All devices have high speed

internet access.

District Area Networking:Behavioral

Integrated Staff can access WAN for a

variety of data needs, including

video and voice.

District Area Networking:


Integrated District networking

infrastructure has high speed

lines and very rarely has issues.

Internet Access:

Behavioral

Integrated All staff and students use the

Internet frequently, if not daily.

Internet Access:


Integrated All devices have Internet

access.

Communication Systems:

Behavioral

Intelligent School and parent

communication is highly

dependent upon email use. Staff

are required to check email at

least twice a day.

Communication Systems:Resource/Infrastructure

Islands Staff has email, but students do

not.

INNOVATION FILTER


New Technologies:Behavioral

Integrated The majority of staff enjoys

incorporating new technologies.

Very few staff members are

resistant, but do exist.

New Technologies:Resource/Infrastructure

Integrated If new technologies areavailable, most staff readily

accepts them. Technology isnt

immediately forced to be used,

but it is expected after some

time.

Comprehensive Integrated Technology is getting better and


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Technologies:

Behavioral

better, now including video

creation, audio recording, video

conferencing, manipulation of

data, etc.

ComprehensiveTechnologies:Resource/Infrastructure

Integrated The technology that is availableis used. Once the iPad initiative

is fully 1:1, this would be

evaluated closer to intelligent.

Summary

Overall, Lewis and Clark Elementary received mostly integrated ratings for each of the five

filters. Technology is relatively readily available, a variety of devices are in place, staff receives good

support, and a technology plan is in place. However, work needs to be done in order for the school to beranked as intelligent. Yes, technology is in place and readily available, but are all teachers

knowledgeable about the ways to integrate it effectively? Its one thing to have an overabundance of

devices, but its how you utilize the devices to get students to create, engage, analyze, and evaluate in the

classroom. Lewis and Clark Elementary needs to do more to get parent and teacher buy in that technology

isnt just another expensive gimmick for schools, but a valuable and necessary tool for student learning and

skill building for the future. Buy in is critical to maintain support, as technology is often supported by levies

in the district. To maintain teacher buy in, many professional development opportunities need to be

available throughout the year, for a variety of skill levels. Many times teacher are deterred from trainings

as they may be too advanced for their skill level. By acknowledging that teachers are wary and at many

skill levels, they may be more enticed to attend trainings. Having teacher technology mentors in each

building would support the staff, as well as the spread-thin I.T. administrator.

Another way to help Lewis and Clark Elementary get to an intelligent rating is to allow students

to network and share work via e-mail, which would allow access to Google Docs and many other apps

and programs. This would add additional depth and diversity to technology use in the classroom, as well as

build on collaborative skills, something needed so critically for the future.

Lewis and Clark Elementary is very lucky compared to many schools. The school has many

resources, lots of support, a variety of devices for students, a solid technology plan, and an eye for the

future. The school could take a few more steps to improve technological use even more, but is very much

on the right track.

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