School Evaluation Report

SCHOOL EVALUATION REPORT
Zach Fodor
Introduction to Educational Technology: 501 zacharyfodor@u.boisestate.edu
Zach Fodor Ed Tech 501: Introduction to Educational Technology
Introduction
The objective of this assignment was to research, collect and determine the overall
maturity of educational technology use at the Dragon Academy. The following report includes a description of the educational institution, demographic report, rationale for appropriate ranking of technological competency and a reective summary.
Methodology
Information related to the Dragon Academy and its technological merit was collected during informal interviews with the administration, staff and instructional technology department. Additional input was established by a former administrative gure in the school.
School Evaluation Report
Dragon Academy Demographics

The Dragon Academy (2012-2013) has 240 students enrolled in grades Kindergarten-6. Technological resources are limited, but available in a controlled computer lab environments that are complete with up to 14 desktop computers. Each classroom, should have between 4-8 desktop computers developed into classroom learning centers. The Dragon Academy has 11 iPads for use, currently inactive among staff and students. Currently 90.42% of the student population is economically needy with 35.83% of
the population originating from migrant households. 77.92% of the student populations home language is Spanish while 21.67% of the populations home language is English. 93.3% of the student populations race is Hispanic, 2.5% of the student populations race is White and 1.25% of the student populations race is Multiracial.
Chart 1
Dragon Academy Demographics 2012-2013
Race-White
Race-Hispanic
Race-Multiracial
Race-Indian
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Maturity Model Benchmarks

Administrative Policy
Behavioral-Islands There is appropriate formalization of technology in the school, but it is mostly ignored by the staff. Many of the staff are uncomfortable using technology and get frustrated by its use. Resource/Infrastructure-Intelligent There is a comprehensive policy related to technology that has been approved by the instructional technology governing body, but the implementation of said policy is only noticeable in the IT dept.
Planning
Behavioral-Integrated There is a school based review of the use of technology by the IT dept. in order to develop more comprehensive plans that are connected to administrative efforts at the school. Resource/Infrastructure-Islands There is an informal plan at best that is isolated to the IT dept. Both the IT dept. and school administration wish to improve a co-curricular connection and resource network in the future.
Budget
Behavioral-Islands There is a set budget for technological expenses, but it is often overshadowed by other expenditures. A more formal planning and budgeting committee could help to allocate funds where necessary.
Resource/Infrastructure-Islands The IT dept. has a specic budget for technology but other budgets are not considered for interdisciplinary use of technology.
Administrative Information
Behavioral-Islands Administration is often contacted regularly about technological needs/challenges. The divide between the administration and IT dept. could be stronger to connect and allocate training, resources when necessary. Resource/Infrastructure-Emergent Administration systems are available to a limited number of staff.
Behaviorial
Resource/Infrastructure Administrative Level of Maturity
Emergent
Islands
Integrated
Intelligent 0% 25% 50% 75% 100%
Curricular Electronic Information

Behavioral-Islands Students and staff are somewhat dependent upon technologies like Mimio boards, Outlook email etc for access to content and information. Many staff do not understand the full potential of these resources. Resource/Infrastructure-Islands The school has ample resources, but the depth of teacher interaction and knowledge is limited.
Assessment
Behavioral-Islands Some staff use mobile devices to assess student work/performance, however student use is often limited. There is a want for more student centered learning opportunities with technology. Resource/Infrastructure-Integrated The school IT dept. has many assessment tools that are available for use, but many of the staff are either unaware of them or choose not to use them.
Curricular Integration
Behavioral-Integrated The school curriculum is dependent upon various types of technology like the Mimio board in order to transmit course content to students. Resource/Infrastructure-Integrated Again, the technology is available for use, but seldom put to effective use in the classroom by educators.
Teacher Use
Behavioral-Islands There is regular use of personal technology by teachers, but not on a day-day basis. Resource/Infrastructure-Integrated
School Evaluation Report 5
Most teachers have access to technology in their classroom. Most classrooms have document cameras, Mimio boards and 4-8 desktop computers,
Student Use
Behavioral-Islands Students somewhat use technology in educational environments, but the use and independent nature of use is limited to teacher led educational initiatives. Resource/Infrastructure-Integrated Most students have access to technology in classrooms, but seldom use it for instructional purposes. Behaviorial Resource/Infrastructure Curricular Level of Maturity
Emergent
Islands
Integrated
Intelligent 0% 25% 50% 75% 100%
Support Stakeholder Involvement

Behavioral-Emergent A former administrator of the school helped to identify a few local resources for helping implement technological resources at the Dragon Academy. Although there is no formal group to help, the recent development of a School Advisory Committee (SAC) looks promising to help plan and implement technological resources at the Dragon Academy. Resource/Infrastructure-Emergent Few groups/individuals are represented in the planning and implementing of emerging technologies. The SAC committee has a mission to develop new contacts in the community to help with planning and acquiring technology for the school.
Administrative Support
Behavioral-Integrated There is ongoing discussion of educational technology standards, emerging technologies and technology use planning between the physical education instructor and the school administration. Resource/Infrastructure-Islands Currently, there is little formal administration time allocated for technology use planning. However, the school administration has just begun to explore these topics related to educational technology. I anticipate more time and support in the future.
Training
Behavioral-Emergent There are an extremely limited number of teacher development workshops available at the school. One goal of the IT dept. is t create weekly tech training development sessions for staff to attend. Resource/Infrastructure-Emergent There is limited formal training utilized by staff at the school.
Technical/Infrastructure Support
Behavioral-Emergent Few staff utilize formal and informal support related to technology use at the school. Resource/Infrastructure-Emergent There is not an abundance of technical assistance available. Users are often frustrated and stop using technology if challenges occur.
Behaviorial
Resource/Infrastructure Suport Level of Maturity
Emergent
Islands
Integrated
Intelligent 0% 25% 50% 75% 100%
Connectivity Local Area Network (LAN)

Behavioral-Intelligent All staff have access to LAN resources such as email and internet. Network security often limits the available use of videos, voice and sophisticated data needs. Resource/Infrastructure-Integrated Teachers have access to high speed networking.
District Area Networking (WAN)

Behavioral-Emergent As a charter school, there is little use of District services at the school. Resource/Infrastructure-Emergent There is limited support from District personnel in order to assist with district-area networking infrastructure and district wide instructional applications.
Internet Access
Behavioral-Integrated Internet connectivity is integral for staff to integrate course content during instruction. Resource/Infrastructure-Integrated There is direct LAN access in some locations in the school. Most classrooms are close enough to the direct access points to have clear internet connectivity.
Communication Systems
Behavioral-Integrated Email at the school is used frequently by staff for communication purposes. Resource/Infrastructure-Emergent Email is available to some staff, (mainly certied teachers and administration) but no student email is integrated into curricular instruction for use.
Innovation New Technologies

Behavioral-Islands Many new technologies are accepted by staff but mainly for personal use. Many of the opportunities for experimentation are limited since the school has just started t explore emerging technologies. Resource/Infrastructure-Integrated Many of the staff are eager to implement effective technologies into instruction. Some staff effectively implement technological resources but many do not.
Comprehensive Technologies
Behavioral-Integrated Many of the technological resources available to students and staff are comprehensive, but are not up to date with emerging technologies. Many of the desktops are 2-3 years old, aged in the rapid boom of technological advancements. Resource/Infrastructure-Integrated Many of the technological resources are used sporadically, but equipment and effective use of equipment has not reached its full potential at the school. Innovation Level of Maturity
Emergent
Islands
Integrated
Intelligent 0% 25% Behaviorial

50%
75%
100%
Resource/Infrastructure
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Summary

After reviewing the Maturity Model Benchmarks PDF from the Intro to Educational
Technology: 501 webpage, I was able to infer the technological maturity and merit of the educational institution that I observed. After completing this assignment, I was able to observe a trend among categories. One trend I was able to observe was how the levels of technological maturity at the Dragon Academy are considered to be in the Emergent or Islands stages of development. Much of the administrative, curricular, support, connectivity and innovation procedures and policies are informal and are just beginning to develop phases of formal adoption by the instructional technology department and the school administration. I was able to graphically represent the divide among maturity model benchmarks for each of the categories (administrative, curricular, support, connectivity and innovation) during my assessment of the school and its technological maturity.
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Graph 1: Administrative Level of Maturity Emergent Islands Integrated Intelligent 0% 25% 50% 75% 100%
Graph 2: Curricular Level of Maturity Emergent Islands Integrated Intelligent 0% 25% 50% 75% 100%
Behaviorial Resource/Infrastructure
Behaviorial Resource/Infrastructure
Graph 3: Suport Level of Maturity Emergent Islands Integrated Intelligent 0% 25% 50% 75% 100% Behaviorial Resource/Infrastructure Innovation Level of Maturity Emergent Islands Integrated Intelligent 0% 25% 50% 75% 100%
Graph 4: Connectivity Level of Maturity Emergent Islands Integrated Intelligent 0% 25% 50% 75% 100% Behaviorial Resource/Infrastructure
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By observing the data, I was able to determine that the relationship between Behavioral and Resource/Infrastructure merits for each category largely depended upon the professional relationship between the school administration and the instructional technology department. By observing Graph 4, I can determine that connectivity issues are prevalent at the school. With emergent technological proficiency roughly consuming 70% of the time and resources of the IT department and school administration, better planning and resource management could help allocate resources elsewhere for the betterment and preparation of student technological literacy for a digital world. One can also observe on Graph 3, that technological support is mainly developed at the Islands stage, limiting the technological implementation and resourceful use of technological devices in order to enhance learning opportunities. Many of the challenges for technology use at the Dragon Academy stem from tension between technological support staff and the school administration. Nevertheless, through my informal methodology of gathering data and information for this report, I was able to develop a better understanding of the goals and outlook the Dragon Academy is beginning to pursue in order to better the staff and student access to educational technology and emerging technologies. Nevertheless, I am thankful for the opportunity to have been able to be part of a process that is ongoing and I look forward to helping with the leg-work that must be put forth in order to better develop and understand the nature of educational technology at the Dragon Academy.
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School Evaluation Report

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SCHOOL EVALUATION REPORT

Introduction to Educational Technology: 501 zacharyfodor@u.boisestate.edu

Zach Fodor Ed Tech 501: Introduction to Educational Technology