Because you (and others from your school district) may all be trying to contact your IT department all at the same time, please try to coordinate your efforts, perhaps even planning for everyone to be on the same video chat or conference call at one time.
One of the objectives of this assignment is for you to become familiar with basic technology terminology.
The other objectives is much larger is scope and has a much greater importance - to be able to plan for effective technology implementation that has a concrete impact on student learning and achievement we must be able to properly plan for it. How can we begin to effectively implement technology into our classrooms (or work environments) if we are unfamiliar or don't understand what is available in our work settings?
Educational technology implementation takes time and requires initial research, testing and work (like evaluating websites and planning how they will be used with a specific lesson). You will find through completing the Technology Survey that not all school or work environments are created equally when it comes to technology. Some schools or work environments have a great technology plan, some not so much. Budgets are tight, and many times technology is not a high priority on the list. You may also find a great imbalance between the level of software and hardware available for student and teacher use and the training that comes along with using those technologies.
Having taught EDU 590 and implementing this assignment several times now, we have seen a full spectrum of what is available in our classrooms across Michigan, a few other states and China and in several other work environments. Hardware and software may be current and update, but teachers are not trained on how to use it. Or, teacher training is a priority, but the hardware and software are lacking or out dated which makes it difficult to implement technology tools into instruction. How do these imbalances impact student learning and achievement? How is student learning and achievement measured? Better yet, how do we know that the technology tools that educators are implementing into classroom environments are impacting student learning and achievement? Who's evaluating the effectiveness of technology implementation? Often, the impact of technology implementation in education is not measured at all. These are all questions and thoughts that you may need to address in your classrooms and schools.
In part, if you know the imbalance exist in your classroom or workplace, you can at least plan for them. For example, let's say you have planned a lesson that requires your class of 25 to use the computer lab. However, your computer lab only has 15 working computers. You can plan to have students work in pairs. This is a simple example. Some technology planning may require much more thought and creativeness. Completing the interview may feel more like a survey of the technology in your district. However, it will help you in planning for the implementation of technology into your classroom or workplace.
After participating in this activity, learners will demonstrate the ability to:
“Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.” (ISTE 1a)
“Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.” (ISTE 2b)
“Model and promote management of personal data and digital identity and protect student data privacy.” (ISTE 3d)
When starting this assignment, learners should explore the following:
Read:
“Technology and K-12 Education: The NCES Ed Tech Equity Initiative: Framework” Factsheet (February 2019)
“Teaching Our Way to Digital Equity” by Justin Reich in Educational Leadership (Vol 58, Num 5; Feb 2019)
“4 Ways to Improve Digital Equity in Your Classroom” by Kaili Hwang in Common Sense Education (April 18, 2019)
CoSN’s Digital Equity Action Toolkit: Supporting Students & Families in Out-of-School Learning (June 2018)
View “Digital Equity and Instructional Quality: Transforming Teaching Through Technology” (23:38)
Identify a knowledgeable administrator, most likely your IT director, and schedule a time for a brief interview (apx 30-60 min). Share the list of questions below so s/he can be prepared to discuss these items.
Hardware
What computer/tablet/handheld platforms and operating systems are used? (e.g., Macintosh or Windows; iPads or Chromebooks)?
What computer add-on devices are often used? (e.g., printers, scanners, digital cameras, etc.)
Connectivity
What type of connection is used to access the Internet?
How is wifi distributed?
What security measures are in place?
How is privacy managed online?
What measures are in place that protect identity and privacy while working online?
Software
What type of office/productivity suite is used? How was that choice made?
What type of multimedia authoring programs are in use? (e.g. VoiceThread, iMovie, Photoshop, Inspiration, etc.)
What type of web-based/subscription programs are in use? (e.g. educational games, educational online software programs, etc.)
What other programs or subscription-based applications are in use?
How often is software updated?
School Context:
What is the proportion of our population that receive free- or reduced lunch?
How do we apply for and use e-rate funding?
How do we maintain FERPA, COPPA, and other forms of compliance?
What privacy practices and procedures are in place? How is this maintained and verified? How is data managed and shared in order to protect student privacy?
What professional development options are in place for faculty and staff?
What lessons has our organization learned from the pandemic? What were the successes or challenges during COVID19?
You will be submitted either a Memo or Action Plan, as well as an essay (APA format) about your experience.
Consider how your work environment fosters equity and access through the technology that is available. Think about what has been happening in your building or District since the pandemic with regards to access and equity. Go back to the questions you asked your technology director about hardware, software, connectivity, and context. You will independently and individually be creating either a Memo or Action Plan (recommended for ISTE Cert).
INCLUDE A CONTEXTUALIZATION
Please set up the Memo or Action Plan by providing a brief contextualization of the interview, demographics of your district, and a summary of the conversation with the technology director. Think of this as a brief paragraph explaining the who, what, where, when, why, and how of the interview.
Although you may have partnered up for the interview, you will be individually completing either a Memo or Action Plan.
OPTION 1: MEMO
Lead with a brief contextualization (see above). Then, individually and independently write a document that could be sent to an administrator or other stakeholder that advocates for changes to foster improved equity and access based on your findings. This could be in the form of a Memo. Memorandum format should include the following elements:
To:
From:
Date:
Regarding:
Include the introductory contextualization and the closing conclusions and recommendations.
OPTION 2: ACTION PLAN
Alternatively, you may independently and individually write an Action Plan to advocate for improvements in how your workplace manages digital equity and equitable access. Lead with a brief contextualization. Then, write the Action Plan so that it could be shared with an administrator, supervisor, or other shareholder. You might also weave Digital Citizenship into the conversation. (NOTE: We would encourage to do the Action Plan if you are going to pursue ISTE certification.)
An Action Plan would include:
Two to three actionable goals (1 sentence each)
A brief description of those goals (3-5 sentences each)
Possible indicators of success for those goals, including steps taken toward digital equity and equitable access (3-5 sentences each)
Sources of evidence from which you will draw conclusions including revised curriculum, sample assignments, classroom observations, student work samples, etc. (1-2 sentence explanation for each)
If appropriate, a timeline and person(s) responsible
Here is an Action Plan template but feel free to add or change it to reflect your own unique message.
Include the introductory contextualization and the closing conclusions and recommendations.
DRAW CONCLUSIONS & RECOMMENDATIONS
Either way -- whether you create a Memo OR create an Action Plan -- this will be an independently written document to your school superintendent or school board president, not IT director, in which you synthesize your results and share your recommendations and conclusions about the following:
Do you feel the technology is adequate for your school/workplace? Why or why not?
Do you feel the professional development in technology is adequate for your school/workplace? Why or why not?
Do you feel that students have access to hardware, software, and training to use school technology? Why or why not?
How does your school/workplace compare to some of the data/examples you read or viewed in preparation for this assignment?
What can you, personally, do to implement opportunities for digital equity in your school or workplace? Identify ways you can make changes in your classroom/workplace.
How can your organization promote equitable access and digital equity?
Finally, describe your experience as an essay (apx 500 words). Include APA citations for any research you draw on in your writing as well as the Tech Director interview.
Submit your Memo or Action Plan and your essay by the posted deadline.