Collaborative Technology Revision

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To fully understand the benefits of integrating technology across the curriculum and successfully create a program that supports the school system mission, to develop and implement a plan that strengthens existing curricula and deepens students' understanding of subject matter through skilled communication, collaboration, creativity, and critical thinking. Attached is the given scenario and template that completed, however needs correction.

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Collaborative Technology Plan_Instructions_Overview Rationale: To fully understand the benefits of integrating technology across the curriculum and successfully create a program that supports the school system mission, vision, and beliefs through the use of educational technology, districts must come together with school / community stakeholders, including parents, students, teachers, and business / community leaders to develop and implement a plan that strengthens existing curricula and deepens students' understanding of subject matter through skilled communication, collaboration, creativity, and critical thinking. As a participant in EDUC 638, you will work collaboratively with your team to create a districtlevel technology plan based on the given scenario or an approved equivalent. Working together, you will gain real-world experience as you establish norms, work to reach consensus, and experience, first-hand, the benefits and challenges of collaboration and skilled communication. You will complete a 15-20 page *collaborative technology plan as part of the course requirements for EDUC 638 Leadership in Educational Technology. This plan will be completed in three parts: A) An initial team meeting to discuss roles and responsibilities during Week / Module 2; B) A working copy to be developed in your collaborative workspace (Google Doc) throughout Weeks 2-7 with a **rough draft ready for review by the end of Week 5, and C) A final draft to be submitted (individually by each team member), in the form of a Word document, via the Blackboard assignment link during Week / Module 7. See individual modules for explicit instructions. While every effort will be made to match team members to others within the same time zone, this is not always possible due to the demographics of our class. Please keep this in mind when deciding whether to work collaboratively or independently. Students receiving permission to work independently will be responsible for all components of the collaborative plan plus an additional *research paper described in the next paragraph. **During Week / Module 5, you’ll individually submit the link to your Google document via Blackboard with a statement of responsibility describing your role in the project. *Students desiring to work independently may submit a written request justifying the request and outlining specific circumstances to the instructor. Such requests must be received during the first week of class. If the request is granted, students working independently acknowledge that additional research (in the form of a 10-12 page paper) regarding the importance of collaboration and skilled communication will be required. This paper must be submitted, using APA formatting, with the technology plan and include a minimum of five peer-reviewed sources from the Liberty University Library databases and information from both course texts. These individuals will also be responsible for having their technology plan reviewed by a peer or colleague and for submitting the contact information (Name, School, Title, Address, and Email Address) of the person reviewing the technology plan. To prepare for your first team meeting, read the articles / information identified in the next paragraph. This information will provide you with insight as to the importance of 21st Century Skills, including collaboration and problem solving, and serve as a foundation for course expectations. Read The GRPI Model—An Approach for Team Development by Raue, Tang, Weiland, & Wenzlik linked to this assignment and Educators Need to Be 21st Century Learners Too… by Amy Heavin at https://www.fractuslearning.com/2014/07/15/educators-21st-century-learners/ prior to your first team meeting. These articles will help establish the purpose for collaborating on this assignment. A breakdown of the assignment and template follow. Week 1: Complete the introductory survey sent to you by your instructor. This includes information related to your physical location for the purpose of establishing groups within the same time zones (if possible). Read the articles listed above. Week 2: Receive team assignments and complete the Team Norms / Roles and Responsibilities form linked to the assignment. You will paste this form at the beginning of your Google document so you and your team can refer back to it as needed. Begin working on collaborative technology plan. One person on each team will be responsible for setting up a collaborative workspace in Google Docs. Share the document with all team members and your instructor giving all individuals (including your instructor) editing privileges. You will receive feedback on your document during Week 5. This will allow your instructor to model how this tool can be used for instruction in the classroom. Feedback may be provided earlier than Week 5 upon request from one or all team members. Elect a team member to post completed Team Norms and minutes on collaborative Google Doc. Weeks 2 – 5: Based on the following *scenario, use the template below (or one your team creates) to address the required components of the Collaborative Technology Plan assignment. *If you are working in business / industry, a customized collaborative plan option is available if your team agrees. Contact your professor to discuss details. You have recently been hired as a district-level technology director for a school system with 7 elementary schools, 2 middle schools, and 1 high school employing 489 full time teachers and serving approximately 7,400 students—45% of whom are considered economically disadvantaged as reported by the latest state report card. While there is room for improvement, literacy and numeracy scores are quite high. Classrooms throughout the district have been standardized with a minimum of 5 desktop computers, an interactive whiteboard, a document camera, an LCD projector, and a teacher’s station that includes a laptop and docking station. Additionally, each elementary school has a computer lab located in the library media center, and the middle and high schools have additional computer labs for scheduled class use. After visiting several 1:1 districts across the state, your Superintendent has asked you to create a technology committee to research the pros and cons of purchasing devices for each student. He / She has also charged you with determining the best device to purchase given the fact that your district completes standardized tests online. As you collect and analyze the research, including peer reviewed studies, personal interviews, etc., your team will create an implementation plan, including timelines, for digitally converting your district to a 1:1 school system. Create a title page with the names of all team members, the course number, university name, instructor’s name, and date, and complete the following required components of the collaborative technology plan for your school district. Committee Members [Remove sample text here and below, and type the titles of those you would like to have represented on your district-wide technology committee.] Include a brief rationale for why it is important to involve individuals in these positions. Mission 75 words or less-State the technology mission of your school district and the expected outcome as it relates to 21st Century Skills for all school / district stakeholders. Vision 75 words or less- State the technology vision of your school district and the expected outcome as it relates to 21st Century Skills for all school / district stakeholders. Value Statements Develop 3-5 value / belief statements as they relate to educational technology and student achievement / 21st Century Skills. SMART Goal #1 Related to: Infrastructure and Learning Spaces Including the Need for Enhanced Broadband / WiFi For assistance writing SMART Goals, see document linked to this assignment. Strategies to Support Goal #1 State 2-3 Strategies to Support Goal 1. 21st Century Learning Skills Addressed (Collaboration, Communication, Creativity, and/or Critical Thinking) Identify the skills addressed and include a brief statement of how the acquisition prescribed in the goal/strategies will enhance the identified skill(s). Rationale Including Research to Support Goal #1 and Strategies (Include a Minimum of 2 Sources from the LU Library Databases) 2-3 Paragraphs Expected Outcomes in Terms of Student Learning / Achievement Evaluation Measures (Include Job Titles of Persons Responsible) SMART Goal #2 Related to: Student Learning Outcomes and the Use of Specific Devices For assistance writing SMART Goals, see document linked to this assignment. Strategies to Support Goal #2 State 2-3 Strategies to Support Goal 2. 21st Century Learning Skills Addressed (Collaboration, Communication, Creativity, and/or Critical Thinking) Identify the skills addressed and include a brief statement of how the acquisition prescribed in the goal/strategies will enhance the identified skill(s). Rationale Including Research to Support Goal #2 and Strategies (Include a Minimum of 2 Sources from the LU Library Databases) 2-3 Paragraphs Expected Outcomes in Terms of Student Learning / Achievement Evaluation Measures (Include Job Titles of Persons Responsible) SMART Goal #3 Related to “Connectedness” / Interaction (Online [Social Media] & Face-To-Face—Student-ToStudent; Student-To-Expert; Student-To-Teacher; Teacher-To-Teacher; Teacher-To-Expert; etc. / Public Relations For assistance writing SMART Goals, see document linked to this assignment. Strategies to Support Goal #3 State 2-3 Strategies to Support Goal 3. 21st Century Learning Skills Addressed (Collaboration, Communication, Creativity, and/or Critical Thinking) Identify the skills addressed and include a brief statement of how the acquisition prescribed in the goal/strategies will enhance the identified skill(s). Rationale Including Research to Support Goal #3 and Strategies (Include a Minimum of 2 Sources from the LU Library Databases) 2-3 Paragraphs Expected Outcomes in Terms of Student Learning / Achievement Evaluation Measures (Include Job Titles of Persons Responsible) Professional Development Plan for Each Goal / Strategy Timeline for Implementation of Each Goal / Strategy Itemized Budget for Each Goal / Strategy Define the Children’s Internet Protection Act (CIPA) and E-Rate. Explain the relationship between CIPA and E-Rate. (2-3 Paragraphs) Define the Children’s Online Privacy Protection Act. Include a brief description of how this may impact your school district. (1 Paragraph) Conduct an online search of Acceptable / Responsible Use Policies (AUPs / RUPs). Considering the information you found on CIPA and E-Rate, reach consensus with your team on the top 5 most important items to include in a district AUP / RUP. List them below. (Remember to cite your sources in-text and in the reference list.) Create an Infographic Demonstrating the Connection Between Each Goal and the ISTE Standards for Students, Teachers, & Administrators (Separate Sheet) Include in-text citations and an APA formatted reference list. Use your APA Manual to ensure correct formatting. Tip: Do not use research submitted in previous classes. This will help you avoid “recycling” material previously submitted in other courses (considered a form of plagiarism). Week 5: Individually, submit the link to your collaborative workspace (Google Doc) using the Bb assignment link. Include 1-3 sentences describing your role and responsibilities in completing the rough draft and the remaining edits. Week 6: Edit, revise, and proofread assignment based on feedback provided by your instructor. Week 7: You and your team members will individually submit the same, APA formatted copy, of the document with the file name EDUC 638_CTP_lastname_lastname_lastname_lastname. (Substitute “lastname” with the last name of each team member in your group.) Include a copy of the grading rubric that you have self-scored. Week 8: Upload your completed collaborative technology plan and your individual screencast to your e-portfolio. EDUC 638 COLLABORATIVE TECHNOLOGY PLAN GRADING RUBRIC Criteria Content 70% Mission, Vision, Value / Belief Statements, Goals, & Strategies 21st Century Learning Skills and ISTE Standards Levels of Achievement Advanced Proficient Developing Not present 38 to 40 points 35 to 37 points 1 to 34 points 0 points The technology plan includes all required components, including current research to support the use of technology for teaching and learning. The technology plan includes most of the required components to support the use of technology for teaching and learning. The technology plan includes some of the required components to support the use of technology for teaching and learning. Mission, Vision, and Value / Belief Statements are somewhat supported by technology plan goals and strategies. Goals should be more specific, measureable, attainable, realistic, and time-bound. Strategies are clearly aligned with goals and contribute to student learning. Mission, Vision, and Value / Belief Statements are ill defined or not present. Goals should be more specific, measureable, attainable, realistic, and timebound. Strategies are not clearly aligned with goals and contribute to student learning. Mission, Vision, and Value / Belief Statements are supported by technology plan goals and strategies. Goals are specific, measureable, attainable, realistic, and time-bound. Strategies are clearly aligned with goals and contribute to student learning. 28 to 30 points st 21 Century Learning Skills and ISTE Standards for Students, Teachers, and Administrators have been identified and are clearly linked to goals / strategies. 26 to 27 points st 21 Century Learning Skills and ISTE Standards for Students, Teachers, and Administrators have been Mostly identified and are clearly linked to goals / strategies. 1 to 25 points st 21 Century Learning Skills and ISTE Standards for Students, Teachers, and Administrators have been poorly identified and are vaquely linked to goals / strategies. Not developed. 0 points Not developed. Page 1 of 2 EDUC 638 Structure 30% Grammar and Spelling Current APA Format Compliance Advanced Proficient Developing Not present 14 to 15 points 13 points 1 to 12 points 0 points Correct spelling and grammar are used throughout the assignment. There are 0–1 errors in grammar or spelling that distract the reader from the content. 14 to 15 points There are 0–1 minor errors in current APA format in the required items. There are occasional errors in grammar or spelling. There are 1–2 errors in grammar or spelling that distract the reader from the content. There are 3–4 errors per page in grammar or spelling that distract the reader from the content. 13 points 1 to 12 points There are 2–3 minor errors in current APA format in the required items. There are more than 3 errors in current APA format in the required items. There are more than 5 errors per page in the grammar or spelling that distract the reader from the content. 0 points There are more than 4 errors in APA format in the required items. Page 2 of 2 Collaborative Technology Plan_Overview Module 2_Team Norms & Supplemental Information Team Assignments & Expectations Team assignments will be made by 11:59 P.M. on Tuesday of Week 2. Successful completion of this course requires a high level of collaboration and cooperation by all participants. Students will be individually accountable for their work in group assignments on the basis of respectful participation in /contribution to team meetings, collaborative documents, adherence to team norms, and the overall quality of the completed team project. Once groups have been posted, check in with team members, via email, within 24-48 hours. (The first person listed on the team assignments will be responsible for the initial contact.) The first meeting (Week 2) will consist of an online web conference using Skype, Google Hangouts, or other web / video conferencing site. You will accomplish the following tasks during this meeting. • Elect a team leader to ensure the milestones for each project are accomplished by the due dates. • Record minutes of your meeting and establish roles and responsibilities of all team members using the table below. Copy and paste this document at the beginning of your Google document (collaborative workspace) and edit there as opposed to emailing copies back and forth to each other. This is a great way to avoid overloading your email inbox and an excellent example of one of the many benefits of using a cloudbased, collaborative workspace. • Review the entire plan for required components. The information included in the following table is an example only and does not include all project requirements. Today’s Date Members Present Members Absent Team Member 1 Replace sample text (here and below) with appropriate information. Sample Text: Research and Communicate a Variety of Mission / Vision / Belief Statements by (date). Goal 1, Strategies, Rationale Including Research; Align Appropriate ISTE Standards for Administrators, Teachers, and Students to Goal / Team Member 2 Team Member 3 Strategies and 21st Century Learning Design; Proofread All Components for Accuracy and Grammar. Sample Text: Goal 2, Strategies, Rationale Including Research; Align Appropriate ISTE Standards for Administrators, Teachers, and Students to Goal / Strategies and 21st Century Learning Design; Prepare Budget Detailing Unit Cost and Totals for Each Expenditure (Line Item Budget). Sample Text: Goal 2, Strategies, Rationale Including Research; Align Appropriate ISTE Standards for Administrators, Teachers, and Students to Goal / Strategies and 21st Century Learning Design; Research a Variety of RUPs, CIPA, and ERate; Set Meeting Agendas; Record Minutes and Coordinate Online Meetings When Necessary. • Establish meeting dates, times, and venue(s). For example, will you communicate primarily through email, your online document, video conferencing, etc. What time frames will you set for responding to group emails / other forms of communication? • If you continue to meet via video conference, include the names of members present and members absent for each meeting. Meeting Dates / Times [Type your answer to each item in this column.] Primary Source of Communication We will respond to all team correspondence within _____ days/hours. Other Information • Inform team members of potential scheduling conflicts. • Team Norms How will you ensure all team members participate in a timely manner? What will you do if team members do not communicate / participate in team meetings or submit their part of the project by the due date? How will you handle potential disagreements / reach consensus on [Type your answer to each item in this column.] project items? (For example: Goals, Strategies, Outcomes, etc.) What strategy will you use to arrive at consensus when individuals do not agree? Additional Information? • During weeks 3, 4, & 5, students will continue to work on the collaborative technology plan assignment according to the agreed upon schedule of tasks. Please note: Your team members must select a different font color to use when drafting the collaborative technology plan on the Google Doc. Include a key at the top of the document to identify the team members’ choice of color. Discuss progress throughout the process using your team’s agreed upon form of communication. Copy the instructor on all written correspondence concerning the collaborative technology plan. It is the instructor’s expectation that all team members will contribute, in an equitable manner, to the collaborative technology plan. Should it become necessary to contact the instructor regarding a team member’s responsibilities, please be prepared to share specific team emails, etc. evidencing the level of participation of each person in your group. • At the end of Week 5 you will individually submit a link (via Blackboard) to the Google Doc containing the rough draft of your plan. Include a brief statement (1-3 sentences) identifying your contribution to the plan. At this time, your instructor will provide constructive feedback directly on the Google Doc. You may request at any time throughout the course via email. If applicable, use the comments recorded on the Google Doc by your instructor to adjust specific elements. Feedback will occur in the form of clarifying and reflective questions. • Due at 11:59 P.M. on Sunday of Week 7: Students will individually upload the final draft of the collaborative technology plan along with the self-evaluation (assignment rubric). • Self-Evaluation: Use the assignment rubric (linked to Modules and located in the Links and Resources tab to the left of your screen in Bb) to individually evaluate your team plan. Using the assignment link in Blackboard, submit the rubric with the final copy of your Technology Plan.
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Explanation & Answer

Attached.

Running head: COLLABORATIVE TECHNOLOGY

Collaborative Technology
Name
Institution

1

COLLABORATIVE TECHNOLOGY

2

Collaborative Technology
Committee Members
The members of this special committee are fundamental in examining the options for sustained
support of innovation in this arena. The committee addresses how to sustain and nurture the
capitalizing process on distribution innovation at a broader institutional level.
The committee consists of:
The Chair-Richard Mendez (Associate professor of Technology Management and Policy)
John Gray-Computer Manager
Yvonne Leeds-Deputy Teacher
Tom Keel-Head Teacher
Phillip Onsa- Software Developer
Emily Frost-School Teacher
Mission
Bringing up students who have the behavioral maturity and cultivate the virtue of responsibility
Vision
The vision of The BrainMake Academy is to empower young people to acquire and demonstrate
values that will support them in the global world where:


The students are engaged in a rigorous curriculum focusses on inquiry-based, hands-on
learning. They take responsibility of their educational success.



The administration functions are fully automated which allows more of the system’s
resources and energy to be focused on student education.



The teachers uses technology that supports learning across the curriculum. They function
as mentors, coaches, managers, and advocates of information. The comprehensive

COLLABORATIVE TECHNOLOGY

3

professional development aids in helping teachers gain skills and knowledge that integrate
technology into the interdisciplinary curriculum that addresses the specific learning styles,
developmental levels, and specific needs in students.
Value Statements
1. To meet the curricular needs of all students.
2. To provide the proficiencies and skills necessary to the students before they enter the
workforce.
3. To foster creativity and refine critical thinking skills through technological tools.
4. To provide access to the general curriculum.
5. To assess, share, and collect performance information.
SMART Goal #1
Infrastructure and Learning Spaces Including the Need for Enhanced Broadband / Wi-Fi
Strategies to Support Goal #1
1. Involving various stakeholders in selecting devices.
2. Determining suitable device specifications for the student learning needs.
3. Ensuring that all classroom areas have suitable accommodation for technology devices.
21st Century Learning Skills Addressed (Collaboration, Communication, Creativity, and
Critical Thinking)
Technology is everywhere, and for one to fit accordingly, schools must introduce
programs that help cultivate the spirit of the invention in the learning institutions. The current
society must learn to integrate technology across the curriculum in all schools to improve
academic productivity. One of the ways that schools can ensure that technology is implemented
in promoting the general performance of the school is through the creation of a program. The

COLLABORATIVE TECHNOLOGY

4

paper outlines a plan that supports the system of the school based on the mission, vision and the
educational beliefs.
Rationale Including Research to Support Goal #1 and Strategies
The Technology in Class program focuses on involving the community to integrate
academics in school. The program focuses on creating biometric-based gadgets to monitor the
behavior of all school members and the academic progress of the students. The biometric devices
will allow all members to clock in and out while in the school compound. The program will
monitor class attendance for both teachers and the students to ensure that the syllabus is fully
covered. The first part of the program will provide a chance to the students, teachers, and parents
from the district to understand the meaning of technology and all the aspects involved in the
entire process. The head of education in the district will select specific members who will act as
trainers in all schools. The trainers must be well versed with all the components in technology
that will focus on the development of the school.
The program will require the students to sign in when getting into class and out of the
school gate of which parents will receive a notification. The constant monitoring of the student's
movement will help in reducing cases of lateness in school. The program will help the school to
achieve the mission of bringing up students who have the behavioral maturity and cu...


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