Running head: COLLABORATIVE TECHNOLOGY PLAN

Collaborative Technology Plan

Ashley McClain-Clark, Audrey Fain, Kenyatta Farmer, Dimitrios Karagiorgas
Education 638
Liberty University
Dr. David Holder
Spring, 2016

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Committee Members
Member
Administration Technology Facilitator
Dimitrios Karagiorgas

Department
District

Career Technical Facilitator

Kenyetta Farmer

District

Education Specialist
Ashley Mcclain-Clark

District

Local School Accountant

Audrey Fain

District

Classroom Technology Facilitator

Elementary School 7
Cindy Smith
Middle School 1
Dana Langford
High School
Bethany Tindol
Media Specialists
Elementary School 1
Floyd Graham
Middle School 2
Darren Stevens
High School
Rachel Povlacs
Social Studies Teacher
Middle School 1
April Medlen
Language Arts Teacher
Elementary School 2
Marci Williams
High School
Josh Robertson
Math/Science Teacher
Elementary School 5
Heather Langford
Middle School 2
Andrea Maness

Elementary School
Middle School
Middle School

Elementary School
Middle School
High School
Middle School

Elementary School
High School
Elementary School
Middle School

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High School
Melanie Loff

High School

Accounting Lab Facilitator

Teresa Shiver

High School

Business Education Lab Facilitator

Sylvia Bowman

High School

Student Government Association President

Taylor Strength

Student Body

School Leadership Team Representative

James Whitemire

Student Body

Local Bank Vice-President

Brent Beasley

Community

Local Power Company Representative

Laura Thornton

Community

Rationale
The Collaborative Technology Plan Committee (CTPC) is composed of the ABC School
Districts employees, teachers, community members, as well as student body representatives. The
rationale behind involving all these stakeholders is that in order to make proper decisions, have a
widely adopted buy-in, and to avoid costly, timely mistakes it is absolutely imperative that their
voices are heard and input, as well as expertise, are all considered.
Mission
The ABC School Districts mission is to provide educational opportunities through the
use of technology while developing 21st century digital leaders. Technology transforms and
redefines academic achievement; as a result, student performance will increase by integrating
technology into the classroom, focusing on student-centered learning, and fostering an
environment of lifelong learning. All stakeholders will benefit from technology because it will

COLLABORATIVE TECHNOLOGY PLAN

enhance their critical thinking skills, bolster their educational experiences, and provide lifelong
learning opportunities.
Vision
The ABC School Districts vision is to equip students with not only 21st century skills, but
also an education that makes an impact in their lives and that of their community. Todays
workforce demands highly trained professionals with a strong work ethic and as such the CTPC,
along with all stakeholders involved, will participate in order to help the ABC School District to
become an educational leader in creating some of todays top leaders in society.
Value Statements

Improve critical thinking skills by utilizing state-of-the-art-technology.

Engage and encourage all types of learners regardless of their background.

With the use of technology and sound pedagogy, inspire and equip students to become lifelong
learners with highly competitive 21st century skills.

Establish and strengthen an ongoing relationship among all stakeholders in order to continually
improve the quality of education.

Promote and maintain positive relationships with the community, parents, teachers, and the
district while cultivating a supportive, technology enhanced learning environment.
Goal #1 Infrastructure and Learning Spaces Including the Need for Enhanced
Broadband / WiFi
Technology moves at a very rapid pace and as such it is the goal of the ABC School
District to provide Internet and network access to all students, teachers, staff, and administrators

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utilizing the latest, state-of-the-art, true broadband, WiFi connectivity. Each school will be able
to connect to the access points (APs) at speeds of up to 1,300 Mbps and surf the Internet at
speeds of at least 25 Mbps by using a WiFi capable device. All classrooms will undergo various,
nondestructive modifications utilizing environmental psychology methods in order to facilitate
the best possible learning environment in the classroom. It is the goal of the CTPC to have all
work completed by August 29th 2017 and troubleshooting/testing by September 4, 2017.
Strategies to Support Goal #1
Strategy 1.

Technology specialists (TSs) will submit floor plans, and an inventory of

existing servers/switches from each school for evaluation by December 15, 2016. Upon
evaluation, the CTPC will visit the schools, as deemed necessary, and along with the
local TSs will perform a more thorough inspection in order to properly plan for the
upgrades and installation. All inspections should be completed by February 6, 2017.
Strategy 2. One week after the end of the 2016 school year, June 27, 2017, the TSs will
install all power over Ethernet (APs receive power through Ethernet) PoE switches,
PoE APs, and CAT 6E Ethernet cables will be run through every room in each building.
All work should be completed by August 21, 2017 and troubleshooting testing will be
performed August 22, 2017 through September 4, 2017.
Strategy 3. TSs will modify all existing classrooms starting on August 22, 2017, and all
work should be finished by August 29, 2017. All fluorescent lamps will be replaced with
flicker free 3500k color temperature LED tube lamps, and interactive whiteboards
(IWBs) will be tilted by 7 degrees to reduce glare. Any tower PCs that are on top of the
desks shall be placed underneath the desks, and finally minimal care plants will be
installed in every classroom.

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21st Century Learning Skills Addressed (Collaboration, Communication, Creativity, and/or

Critical Thinking)
Utilizing technology in the classroom is an absolute must if students are to gain an edge
in an ever competitive job market that demands 21st century skills. According to Slavin (2015),
the use of technology along with quality instruction and collaboration simply makes sense to
students and makes the lessons easier for them to grasp (Slavin, 2015).
By using ultra-fast, state-of-the-art APs connected by super-fast CAT6A Ethernet cable,
dead spots (no coverage areas) will be eliminated allowing students a continually connected
Internet and network experience. Moreover, because the APs are PoE ready, they will install
much faster because they will not require a power source at each point.
Rationale Including Research to Support Goal #1 and Strategies
Schools must prepare students for the workforce by providing them with 21st century
skills. But, what does this mean exactly? It means that students must have access to and be
trained in technology that mirrors, as much as possible, what is available in the business world in
order to be competitive; otherwise, the alternative is that students will enter the job market with
inadequate technology skills making it very difficult to compete with other more technology
adept job candidates (Adamakis & Zounhia, 2013; Fung, 2014; Slavin, 2015).
Having a reliable, broadband WiFi connection will allow students to access resources on
the Internet and school resources such as the library, for example. Gone are the days when the
Internet was text based with a few pictures sprinkled in with an occasional hyperlink; todays
Internet is rich with high definition video (HD), sophisticated user interfaces (UIs), rich stereo
audio, secure logins, and many more wonderful, interactive online features (Davidson, Santorelli,
& Kamber, 2012; Fung, 2014; The invention of the Internet, 2010). According to Wilson (2014),

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in order to take advantage of everything the Internet has to offer and for a connection to be
considered true broadband, the minimum speed must 25 Mbps. Therefore, it is the CTPCs goal to
provide all students a true broadband connection that will afford students access to the best the
Internet has to offer thereby allowing them to acquire 21st Century skills.
While it is very important to include state of the art hardware and a true broadband
connection, the actual learning space must also be considered as a prerequisite to acquiring 21st
century skills. Why? Because according to Winterbottom and Wilkins (2009), glare on IWBs,
flicker from fluorescent lamps as well as artificial lighting that has a high color temperature, such
as 6000 K, can make learning difficult in the classroom resulting in students not being able to
effectively acquire 21st century skills. Additionally, any tower PCs that are on top of desks will
be placed underneath the desks, and minimal care plants and posters will be placed in each room
because all these elements contribute to a friendly atmosphere making it conducive to learning
(Yildirim, Capanoglu, & Cagatay, 2011).
Expected Outcomes in Terms of Student Learning / Achievement
It is all about speed and even more speed. A big obstacle and source of frustration in
accessing the Internet is slow connection speeds (Chetty, et al., 2011; Fitzgerald-Walsh, 1999).
By using ultra-fast Internet access, students and teachers alike will be able to access the Internet
at very fast speeds allowing nearly no bounds access to resources, applications, and digital
documents. The result is a robust learning, teaching and research environment as well as a
reduction of paper making it eco-friendly.
Evaluation Measures
Principals, Vice Principals, and TSs at each school will all coordinate and collaborate
concerning the ongoing progress at each of their respective schools. Accordingly, a TS from each

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school will be in communication with the districts Director of Information Technology (DIT)
who will be reporting directly to the School District Superintendent.
Professional Development Plan
During teacher in-service training, August 28, 2017, a TS from each school will train
teachers how to connect the tablets to the network including setting the required username and
password. Training will also include the basics of how to use the tablets and Chromebooks,
charging them, and properly storing them when not in use.
Timeline for Implementation of Goal #1
The preliminary implementation phase of the WiFi network will begin as early as
December 15, 2016, when the CTPC will examine floor plans and a servers/switches inventory.
The CTPC will collaborate with the local TSs to physically inspect all the buildings beginning
after Christmas break, January 2, 2017. All inspections should be completed by February 6,
2017. All hardware, cabling and RJ45 plugs, and LED bulbs will be ordered and shipped to the
individual schools by June 21, 2017. The plants will be shipped to the individual schools by
August 18, 2017.
Installation work will begin on June 27, 2017 and will be completed by August 21, 2017.
Testing/troubleshooting will be performed on August 22, 2017 through September 4, 2017, one
day before school starts. However, priority will be given to the main auditorium of each building
so that teacher in-service training, beginning August 28, 2017, may be conducted utilizing the
newly added WiFi network. Between August 22, 2017, and August 29, 2017 all plants will be
moved into the individual classrooms, any tower PCs that are on top of the desks in the
classrooms will be placed underneath, and all IWBs will be tilted by 7 degrees. As for the

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posters, each teacher will be given the allotted amount of funds so they may order two posters of
their choosing.
Itemized Budget for Goal #1
Please see Appendices A B for an itemized budget list.
Goal #2 Student Learning Outcomes and the Use of Specific Devices
As education becomes more focused on student centered learning, the ABC School
District is paying closer attention to the tools and resources that are best suited to help students
become literate in the most up to date technology. Our goal is to provide Nexus 9 tablets and
Chromebooks so that all students will have everything they need for their learning experience
within easy reach. According to Broussard, Herbert, Welch, and Vanmetre (2014), 1:1 initiatives
have bolstered student test scores, and resulted in higher graduation rates. Therefore, the ABC
School District has as its main purpose to introduce technology into the classroom in order to
help students develop highly competitive 21st century skills they will need to complete in school,
and to be career and college ready for their next journey in life after graduation.
Strategies to support Goal #2
Strategy #1

During the first month of integration into the system, teachers will have

been trained in the use of Nexus 9 tablets and Chromebooks. Upon completing the training,
all schools within the district will be more equipped to offer expert guidance to students that will
help them to master the use of the devices. Students will become familiar with both types of
devices while identifying any problems that they might encounter as they are being trained in
their proper use. During the beginning stages of adjustment, there will be a shift from the
familiar hardcopy books and related resources to robust, interactive multimedia content that will
be accessible by the devices encouraging student engagement and aid in all types of learning

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(Education, 2014). As such, all teachers will help students make the transition as smooth
as possible.
Strategy #2

21st Century learning involves the following: Collaboration; creativity;

critical thinking and problem-solving; research and information literacy; digital citizenship, and
very importantly, the responsible use of the tools that make all this possible (Heavin, 2014). One
of the most useful tools that educators can have students use is that of Professional Learning
Networks (PLN). As we integrate new devices into the school system, students will be required
to join their own PLN. Furthermore, students will use these networks to share educational tools
and knowledge with their peers, as well as educators, and community stakeholders (Heavin,
2014). In using these free resources, students will become much more comfortable with on-line
work. When it is appropriate, students will download as many of their textbooks onto their
devices as possible in order to gradually transform to a paperless society in the classroom.
Strategy #3

As students become more and more familiar with their devices, they will

begin collaborating with each other, and develop the knowledge and skills to design online
assignments for classroom presentations as well as use their devices to read e-books. Group
work will become very important to students, and the collaboration will help them form
relationships that may not have otherwise evolved with using only paper textbooks.
Collaboration and group work play a major role in acquiring 21st century skills and students will
acquire these skills by using their devices in the classroom via conferencing and sharing
documents (Harkema, 2016).
21st Century Learning Skills Addressed (Collaboration, Communication, Creativity, and/or
Critical Thinking)
The main focus will be on the Four Cs of 21st century learning skills, (collaboration,

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communication, creativity, and critical thinking), and they will be achieved by utilizing the
newly acquired devices, sound instruction, Google Docs suite, and Hangouts. The reason 21st
century skills will be acquired is that both devices, along with the services mentioned above, will
enable students to engage in activities that are required in industry such as composing and
sending email (Carbajo, 2012).
Rationale Including Research to Support Goal #2 and Strategies
From Luddites, slide rulers, monstrously sized adding machines, to tablets and laptops,
technology has had an impact on everybody one way or another, especially its use in education
(Boles, 2011; Garza-Mitchell, 2011) . One of the most common reasons for implementing
technology in the classroom is to improve student learning and to develop 21st century skills
(Garza-Mitchell, 2011). It is this exact reason that the ABC School District helped to form the
CTPC in order to provide all the districts schools a competitive edge in much sought after
technology skills.
E-readers are also one of the main focus points concerning the 1:1 program. Specifically,
according to Fontichiaro (2011), e-readers go by different names such as Kindle, Nook, etc.,
and allow users to not only read digital books, but also permit users to read self-created econtent. Another advantage of using e-readers installed on the devices is that it is possible to
control the content that students can download from the network as well as controlling what
content can be read on an e-reader if a user connects to a network that is not part of the school
(Sutton, 2013). Also, one cannot discount the contribution that e-readers make to developing a
paperless society (Ranger, 2012). Therefore, students will benefit by sharing their work, and
reading in a way that is becoming more commonplace in education and society in general
(Miranda, Kary, Rossi-Williams, & Rossi-Williams, 2012).

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Expected Outcomes in Terms of Student Learning/Achievement

Test scores will highly benefit from the 1:1 program because of the added Four Cs
of 21st century learning skills that will be enhanced by technology. Therefore, by achieving this
goal, test scores will increase overall. As the students have their own devices to work with daily
at school, as well as at home with their studying and homework, they proficiency, and
technology learning skills should be improved greatly. Students and teachers will learn the
importance of technology in terms of future methods of learning and connecting as a whole in
the classroom.
Evaluation Measures
When the implementation of the 1:1 initiative completes, students as well as educators
will rely more heavily on the devices for both instruction and assessment. Evaluation from
different departments within the schools will help to evaluate the initiatives effectiveness and
provide ongoing guidance as how it can continually improve.
School District Superintendent
Oversees the progress of the 1:1 initiative as well as its ongoing progress. Communicates
with the Director of Information Technology as well the principals from each school and makes
improvements as needed.
Director of Information Technology
Areas of responsibility include the following: Funding; selecting hardware/software;
collaborating with regional TSs, provide ongoing evaluation to implement improvements.
Reports directly to the School District Superintendent.
Principal

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Collaborates with teachers and guidance counselors concerning curriculum, student

progress and if it is in line with local/national standards, and evaluates instruction while
implementing improvements when and where needed. Reports to the School District
Superintendent and the Director of Information Technology as needed.

Guidance Counselor
Guidance counselors will monitor and then evaluate all grades which will then be compared to
the previous years when the 1:1 initiative was not in effect.
Teachers
Teachers will evaluate students device skills in order to determine if they have
adequately understood and obtained the knowledge that is required by state and national
standards. Also, teachers will monitor students device activity using LanSchool; a real time
monitoring software that allows any device to be monitored, frozen, etc., in case of
inappropriate use.
Timeline for Implementation for Goal #2
All devices will have been delivered to each school prior to the in-service session. As the
2017 school year begins, each classroom will receive the devices.
Professional Development
During the in-service session, a TS from each school will conduct a training session on
how to use the tablets and Chromebooks. In essence, users will be trained on both devices and
then they will be encouraged to explore on their own as well as to participate in group work. In
addition to the in-service session, teachers will be required to sign up for extra training sessions
after school with technology training coordinator from local college. This coordinator goes into

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the classrooms and works with the educators on their particular curriculum and helps them learn
to use the devices in the best way for their particular classrooms.
Itemized Budget for Goal #2
Please see Appendix C for an itemized budget list.
Goal #3 Connectedness and More
As ABC School District increases students use of technology, it also wishes to strengthen
everyones social connectedness. The district will hire one social media specialist for each
school. The specialist will be in charge of creating strategies and plans for their individual
school. Through various social media platforms and collaborative cloud sharing technology, the
schools goal is to strengthen students, teachers, administrators, and supporting staffs social
connectedness. Goal number three focuses on teaching digital natives the correct way of
interacting on social media platforms and helps ease digital immigrants into the world of
networking through social media. The Acceptable/ Responsible Use Policies will outline the
appropriate use of social media practices and rules as well as the steps for corrective action in
case of violations.
Strategies to Support Goal #3
Strategy #1

Each school will hire a social media specialist who will help create or

select the social media page that fits into the school's objectives or for specific subjects. The
specialist will provide suggestions to help with the Acceptable/ Responsible Use Polices and will
help with staff development segments to aid staff in the knowledge of social media in the
classroom. Through cognitive task analysis (CTA) the specialist will help create scenarios and
explain how experts navigate these situations (Clark & Mayer, 2011).

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Strategy #2

15

The skills that were gained during the professional development will be

applied in the classroom during the first few weeks of school. The specialist and teachers who
are experienced in social media will help monitor the social pages of teachers to help them make
connections to their topics. Eventually, with the help of scaffolding, teachers will determine what
social networks students are using to support learning (Moll, Nielsen, & Linder, 2015). Using a
site that students prefer will help create the type of connectivity that will lead to different
opportunities ranging from learning, career choices, and life experience.
Strategy # 3 Students will have modules to complete once a week. Teachers will work
with the social media specialist to create video clips for students watch at home. Modules will
provide training in Digital Citizenship, Digital Research, Communication and Collaboration,
Basic email, Social Media, Blog Set Up and Navigation. Students will show their construction of
knowledge through various assignments such as researching topics, blogging with replies to
students, and a collaborative group project. Students are required to use Google Docs or
Microsoft One Drive to work amongst each other.
21st Century Learning Skills Addressed (Collaboration, Communication, Creativity, and/or
Critical Thinking)
The ABC School Districts new technology initiative will address several 21st-century
learning skills. With the help of the social media specialist, teachers will learn how social
networks can revolutionize their classroom and grab students attention. Through various
assignments that use social media, teachers can increase student collaboration. With the
assistance of Google Docs, Wikis, and other tools, tracking student accountability will not be an
issue; student work can be documented without the instructors being present. Creativity will peak
as students become more interested in utilizing their new digital tools to enhance their school

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work. Communication will increase as students watch their teachers exchange ideas through
social media and feel comfortable with reaching out to experts through the Internet. Critical
thinking will be addressed when students are faced with determining what quality sources look
like and how to integrate the information into their project. Being able to use these skills in an
interchangeable manner is essential for todays job market.
Rationale Including Research to Support Goal #3 and Strategies
Technology is changing how humans interact with one another. Each school will need a
social media specialist because making use of modern technology and encouraging students to
maximize their use of technology can be a challenge for a digital immigrant. With proper
training, teachers can improve students feeling of connectivity. Instructors are the link that can
help millennial students find social connectedness online but maintain an educational
perspective. Daves and Roberts (2010) assert that virtual students feel more social connectedness
and satisfaction of their program compared to the brick and mortar students because virtual
students feel connected to the online community. Social networking tools can help students
broaden their ideas and gain skills that they can use in different environments.
The rationale for increasing students social connectedness is that there are learning
opportunities through social networking tools. Todays students have a sense of urgency and
social media platforms help guide students to instruction when they need questions answered
immediately. Using social networking in the classroom can shape students mental cognition
which will give them the knowledge to adjust to the virtual environment (van Tryon, Slagter, &
Bishop, 2012). The district wants students to feel linked to the entire community. By providing
students with a controlled social networking tool, they are more likely to have a better
engagement in their classes.

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Expected Outcomes in Terms of Student Learning / Achievement

Expected outcomes include the following: students will learn the appropriate use of social
media and networking and be able to effectively utilize them. Students learn 21st-century skills
such as collaboration, creativity, communication, and critical thinking. Teachers will give a pre
and posttest to measure student learning when introducing new topics. Students will learn how to
use cloud technology to work simultaneously as a group.
Evaluation Measures
Social Media Specialist
Evaluate and maintain social networking sites that their school uses. They must evaluate
if teachers need more training in social media as well as create training material in the
needed areas.
Teachers
Instructors will decide if students are effectively using social media for educational
purposes. If any misuse or lack of collaboration and technology is detected the teacher will take
corrective action.
Administrators and supporting staff
A number of people will be assigned to a social site to monitor student behavior.
Guidance Counselor
A comparison of student grades will be assessed at the end of the school year. The
counselor will determine if the 1:1 technology initiative increased student learning and or skills
compared to previous years.
Timeline for Implementation of Goal #3

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Each school will hire a social media specialist by June 21, 2017. Each school has the
entire summer to work with the specialist to determine if their school needs to build a social
media site or use a pre-existing platform. Two weeks before the start of the school year, teachers
will attend their school social media/ technical boot camp. The specialist and teachers with
advanced social training will help beginner teachers with connecting topics to social media.
Professional Development
Professional development for goal number three starts with each school hosting a social
media/ technical boot camp a few weeks before the start of the school year. Teachers will use
cloud storage technology to complete collaborative task during the boot camp. ABC's schools
prefer teachers to use Google Drive or Microsoft One Drive but they can also use Dropbox or
any other service that's universal for android devices. If necessary, a refresher course will be
offered to faculty and staff. During each marking period, teachers will attend one workshop that
is related to WEB 2.0 tools and new technical devices.
Throughout the year, the social media specialist will create tutorials that teachers can
watch on their spare time. The tutorials will be accessed on the ABC School Districts online
database. Teachers are expected to complete modules that cover Technology Communication and
Collaboration, Application Training, Digital Citizenship, and Teaching with Technology based on
subject matter. To encourage teachers to use technology at home they will be provided with tools
and task that they can complete when they arent at school. When parents are busy and a
mandatory conference is necessary instructors can use resources like Google Hangouts or Skype
to communicate. Teachers are expected to join online support groups to find new ways of
personalizing their technology skills and development. Proof of working with groups will be
check at random.

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Childrens Internet Protection Act (CIPA)

The Childrens Internet Protection Act was enacted by Congress in 2000 to address
concerns about childrens access to obscene or harmful content over the Internet (Children's
Internet protection act, 2015). ABC School District will comply with the Childrens Internet
Protection Act (CIPA) in order to ensure students are safe on the Internet. The district firmly
believes in implementing measures to prohibit staff and students from accessing inappropriate
material and will utilize LanSchool to monitor all activity. The ABC School District will make
every effort to protect students and teachers from any form of abuse as it relates to Internet
related services.
The ABC School District understands the importance of complying with the CIPA
because recipients of federal technology funds must abide by certain Internet filtering and policy
requirements in order to receive funds for Internet access and/or internal connections (Children's
Internet protection act, 2015). This requirement is known as E-Rate; this is the commonly used
name for schools and library programs of the universal service fund which is under the direction
of the Federal Communications Commission (FCC) (Children's Internet protection act, 2015).
The Childrens Online Privacy Protection Act (COPA) will impact the ABC School
District because as students enter school and encounter curriculum that is technology-based their
exposure to the Internet dramatically increases. Since 2000, the CIPA has provided filtering
guidelines for schools and libraries intended to protect students from access to content that is
obscene, involves child pornography, or is harmful to minors in some way (Children's Internet
protection act, 2015). CIPA offers valuable protection to students, but implementation at the
district and school level can lead to access issues in the classroom. The ABC School District,

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along with the TSs, will make every effort to minimize any disruption that may arise out of
misconfiguration.
Childrens Online Privacy Act
The ABC School District will employ measures to ensure that parents, students, and
faculty are in compliance with Internet safety. First, teachers will monitor all student use of
electronic technology while protecting the rights and privacy of students. It is important for
parents to complete the consent forms allowing the use of technology. This documentation will
be in accordance with the CIPA and all Internet guidelines will be strictly enforced.
District Acceptable/Responsible Use Policies
The ABC School District believes it is important to equip students with 21st century
technology skills. By deploying LanSchool, the ABC School District will be able to filter out
inappropriate use of the network and the Internet in general. Protecting students and teachers is a
top priority and as such we believe that the top five most important items to include in our
districts Acceptable/Responsible Use Policy are the following: Personal safety; respect for
privacy and rights of others; ethical behavior; digital citizenship, and disciplinary actions for
violation of inappropriate Internet use.
Personal Safety
Students will be responsible users of systems and related technology and will follow
district rules for personal safety on the Internet (NYC Department of Education, 2012).
Respect for Privacy and Rights of Others
Students will not disrespect the privacy rights of others. Students will use school
computers, technology, Internet services and resources in a responsible manner (Virginia
Department of Education, 2007).

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Ethical Behavior
Students will not intentionally access and use material that is profane, obscene, or
otherwise unethical, nor try to circumvent any filtered/blocked resource (NYC Department of
Education, 2012; Virginia Department of Education, 2007).
Digital Citizenship
Students will be good digital citizens and not engage in cyberbullying, whether on social
networking sites, chat rooms, or any other Internet resource. Students will receive proper training
on how to safely use the Internet (NYC Department of Education, 2012).
Discipline Actions for Violations of Inappropriate Internet Use
Students who are found in violation of the policies will have their access terminated and
disciplinary action will be enforced, but will not include any academic penalties. Employees who
violate any of the districts policies will be subject to disciplinary action (NYC Department of
Education, 2012).

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doi:10.1145/1978942.1979217
Children's Internet protection act. (2015, November 3). Retrieved from Federal Communications
Commission: https://www.fcc.gov/consumers/guides/childrens-internet-protection-act
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven
guidelines of consumers and designers of multimedia learning. San Francisco, CA: Wiley
& Sons.
Daves, D. P., & Roberts, J. G. (2010). Online teacher education programs: Social connectedness
and the learning experience. Journal of Instructional Pedagogies, 4, 1-9. Retrieved from

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http://ezproxy.liberty.edu:2048/login?
url=http://search.proquest.com/docview/759652467?accountid=12085
Davidson, C. M., Santorelli, M. J., & Kamber, T. (2012, October 15). Toward an inclusive
measure of broadband adoption. International journal of communication [Online], 2555.
Retrieved from http://ezproxy.liberty.edu:2048/login?
url=http://go.galegroup.com.ezproxy.liberty.edu:2048/ps/i.do?id=GALE
%7CA308129218&sid=summon&v=2.1&u=vic_liberty&it=r&p=AONE&sw=w&asid=b
0f908663b8b9b3e6d96aeda42e8efc6
Education, O. C. (2014, August 5). Alabama Technology Plan: Transform 2020. Retrieved from
https://www.madison.k12.al.us/Documents/MADCO%20Technology%20Plan%2020132014.pdf
E-Rate. (n.d.). Retrieved from Texas Education Agency:
http://tea.texas.gov/Curriculum_and_Instructional_Programs/Learning_Support_and_Pro
grams/Technology_Planning/E-Rate/
Fitzgerald-Walsh, C. (1999). How teachers use the Internet in the classroom. Retrieved from
Stanford: http://ldt.stanford.edu/~cwalsh/ED266X/final.html
Fontichiaro, K. (2011). Creating eReader content. School Library Monthly, 28(2), 26. Retrieved
from http://ezproxy.liberty.edu:2048/login?
url=http://search.proquest.com/docview/901010173?accountid=12085
Fung, B. (2014). For 40 million students, classroom Internet is way too slow. This'll change all
that: The FCC is increasing broadband subsidies for educators as Republicans object to
the spending hike. Washington: WP Company LLC d/b/a The Washington Post. Retrieved

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from http://ezproxy.liberty.edu:2048/login?
url=http://search.proquest.com/docview/1635384957?accountid=12085
Garza-Mitchell, R. L. (2011). Planning for instructional technology in the classroom. New
directions for community colleges, 2011(154), 45-52. doi:10.1002/cc.445
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http://study.com/academy/lesson/technology-in-the-classroom-advantagesdisadvantages.html
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Fractus Learning: http://www.fractuslearning.com/2014/07/15/educators-21st-centurylearners/
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leadership. Retrieved from ASCD:
http://www.ascd.org/publications/educational_leadership/jun12/vol69/num09/EReaders@_Powering_Up_for_Engagement.aspx
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6(2). Retrieved from http://ezproxy.liberty.edu:2048/login?
url=http://go.galegroup.com.ezproxy.liberty.edu:2048/ps/i.do?id=GALE
%7CA428008698&sid=summon&v=2.1&u=vic_liberty&it=r&p=AONE&sw=w&asid=d
71696c34e72c3a03fb695a2f68131ae

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The invention of the Internet. (2010). Retrieved from History:
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Distance Education, 33(3), 347-364. Retrieved from
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in schools. Retrieved from Virginia Department of Education:
http://www.doe.virginia.gov/support/safety_crisis_management/internet_safety/guideline
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Wilson, M. (2014). If your internet connection isn't at least 25Mbps, it's not broadband.
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Environmental Psychology, 29(1), 63-75. doi:dx.doi.org/10.1016/j.jenvp.2008.11.007
Yildirim, K., Capanoglu, A., & Cagatay, K. (2011, March 4). The effects of physical
environmental factors on students perceptions in computer classrooms. Indoor and Built
Environment, 20(5), 501-510. doi:10.1177/1420326X11411135

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Appendix A
Goal #1 Budget Request

Speed/Rang
Device

Cost
Quantity

Total
Retail/Negotiated

Ubiquiti Networks
UAP-AC-LITE UniFi
1300 Mbps /
Access Point

375

$299.00 / $279.00

$104,625.00

400 ft.
Enterprise Wi-Fi
System

Cost
Device

Ports

Quantity

Total
Retail/Negotiated

US-48-750W Ubiquiti UniFi

$1,029.00 /
48

Switch 48-port PoE

$7,775.92
$971.99

Switch 750W

Cost
Name

Length

Quantity

Total
Retail/Negotiated

Cat6A Computer

1000 ft

11

$260.00 / $255.50

$2810.50

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Network Cable

Quantity
Name

Type

Cost

Total

$92.30

$738.4

(100-pack)
RJ45 Modular Plugs

Cat6A

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Appendix B
Goal #1 Budget Request

Cost
Device

Watts

Quantity

Total
Retail/Negotiated

Philips 24" T8
Neutral White LED

8.5 Watt

3750

$18.49 / $16.50

$61,875.00

Bulb

Includes
Type

Cost
Quantity

Pot

Total
Retail/Negotiated

Low maintenance,
indoor, 10.25-Gallon

Yes

375

Type

Quantity

$64.98 /

$20,625.00

Benjamina Ficus

Cost
Name

Total
Retail/Negotiated

Various posters

Educational

750

$20.00 / $18.75

$14,062.50

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Grand Total for Appendices A & B:

$212,512.32

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Appendix C
Goal #2 Budget Request

Cost
Device

Storage

Quantity

Total
Retail/Negotiated

Nexus 9

32 GB

4,100

Storage/RA
Type

$539.00 / $225.00

$ 922,500.00

Cost
Quantity

Total
Retail/Negotiated

Chromebook

16GB/2GB

4,100

Name

Type

Quantity

$249.99 / $194.99

$799,459.00

Cost
Total
Retail/Negotiated
Peek-a-boo

Nexus 9 Case

4,100

Name

Type

Quantity

$20.00 / $18.75

$76,875.00

Cost
Retail/Negotiated
Monitoring

8,200

LanSchool

$20.00/$15.00
Software

(licenses per year)

$ 123,000.00

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Grand Total:

$1,921,834.00

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Appendix D
Goal #3 Budget Request

Position

Quantity

Salary per person

Total

Social Media Specialist

10

$43,000.00

$430,000.00

Grand Total:

$430,000.00

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Appendix E
ISTE Standards Infographic