Embedded Files
To close the digital learning gap, we must make sure that students have access to technology and high-speed internet outside of school.
All guiding questions are aligned to the element criteria located in the Portfolio Guide.
DEVICE STATUS
DEVICE STATUS
Guiding questions:
How many day users does the campus have? What factors contribute to the number? If the number is high, what are your next steps?
We have one student who is a day user that the family decided not to sign the contract.
Reflect on your current broken, lost, and stolen count for devices. What are your next steps?
Steve has blocked and disabled any device that is considered lost or stolen. This has helped find missing devices. He has a plan in place for collecting devices at the end of this school year and organizing our inventory over the summer.
How are the inventory data and data usage reports guiding campus-wide culture?
Currently the data usage reports do not change how we do things. Our IT staff has stated that there isn't enough time to adjust with all of the data.
DIGITAL CITIZENSHIP
DIGITAL CITIZENSHIP
Guiding question:
How are parents, students, and teachers supported on a consistent basis on digital safety?
Parents and students watched and responding to a digital citizenship video before receiving their devices this year. I encouraged families to sign up for text messages from Common Sense. I emailed families an article regarding social media and digital citizenship when there was an abundance of tik tok challenges causing havoc. I email students about once a month with a digital citizenship tip or reminder. Our VILS website is updated with digital safety tips. During my 1:1 meetings with teachers we discuss how to infuse digital citizenship into lessons. Teachers are also given support in using Classroom Relay to monitor student technology use during class.
How do you foster student ownership with device and data usage?
We have not discussed data usage with the students outside of using wifi when it is available. Students have been responsible with their devices for the most part. We now put labels on the student chromebooks so that they are not mixed up once they have been set down.
Rollout 2021.pdf
Lightspeed Online Activity Data for the Month of January 2022
Lightspeed Online Activity Data for the Month of January 2022
CAmpus-Wide SYSTEMS
CAmpus-Wide SYSTEMS
Guiding questions:
What systems do you have in place to support repairs and replacements? If none, how can you modify your systems?
A teacher or student fills in a tech ticket when a device is broken. Our IT person picks it up as soon as possible. He tries to fix the device first but if it is physically damaged he ships it out for repairs. Students receive a loner device from their homeroom unless they maliciously destroyed their chromebooks.
Are students using their devices outside the classroom? How has that impacted student learning?
According to our TTS#1, over half of our teacher ask students to use their chromebooks outside of the school day. Our VILS chromebooks have become an integral part of our teaching practice. Teachers report that students are more engaged when they are participating in meaningful tech enhanced tasks.
STUDENT TECH TEAM
STUDENT TECH TEAM
Guiding questions:
How is the student tech team serving in a leadership role on campus? The student tech team are visible leaders as they serve as announcement anchors. Our TECH-sperts have also produced videos of school wide events.
How is the student tech team supporting IT help tickets? This is not something our tech team is doing at the moment.
Have the students created videos, flyers, or mini sessions to support their peers with basic troubleshooting? Yes! The team has created tutorial videos and curated resources on Wakelet.
Page updated
Report abuse