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  1. http://www.guide2digitallearning.com/#popup

  2. Fort Lee Public Schools Technology Study 2008-2009

  3. Purpose To create a vision of how teaching and learning and our physical school spaces can change to meet the changing nature of our academic, social, and economic lives as they are impacted by and relate to technology. The goal is to assist the District in setting directions and implementing action for technology acquisition, staff development, evaluation/assessment of technology, digital communication, and technology integration into curriculum as they relate to the District technology goals: "Literacy," "Capacity Building," and "Connectivity.“ • Literacy: We seek to ensure that our students are equipped with the skill sets, understandings, and practices that come with communication literacy, information literacy, and technology literacy preparing them to survive and thrive in their 21st century futures. • Capacity Building: We seek to provide administrators, teachers, and support staff with a host of learning opportunities and a repertoire of tools allowing them to connect, access, analyze, communicate, and share information in revolutionary and dynamic ways. • Connectivity: We seek to build and sustain a state-of-the-art, fully integrated information system that will serve students, parents, staff, administrators, and the community through a wide variety of technological tools that support all aspects of Goals 1 and 2.

  4. Outcomes A vision of what the District should look like in order to prepare students to survive and thrive in their 21st century futures that recognize the need for: • Longitudinal perspective and planning • Integration of technology into the organizational and administrative process • Integration of technology into the teaching and learning process • Ongoing professional development • Systematic performance measures • A plan for identifying improvements and investments in the District's network • Implementation of management software systems (e.g., maintenance work orders, technology service requests, tracking utility bills and scheduling community use of schools)

  5. Functions and Expectations of the Committee • The committee will be comprised of 15 to 25 members, consisting of elected officials, Board of Education members, parents, community members, teachers, students and administrators. The function of the committee is an advisory capacity to the Superintendent of Schools on all matters concerning technology as they relate to learning and instruction and district operations and management. The committee will study exemplary districts focusing on their processes of planning, communications/collaboration, curriculum/instruction, staff development, support and infrastructure/networking. The committee members will utilize a systemic change process operating as a small learning community to collect and analyze multiple sources of information from which recommendations will be made.

  6. Timeline for the Technology Study • February 5: Present Proposal Outline Systemic Change Process Create Focus Groups Develop a "Perceptions Questionnaire". Discuss data collection • March 4: Analyze facilities, initiatives and current school processes. Evaluate data and align our processes with our vision. Align our District with exemplary Districts. • April 1: Develop recommendations. • April 29: Present the report of findings to school and/or general community. • May 27: Finalize study for Superintendents presentation to the BOE.

  7. General Questions to Consider • What is educational technology? • What is a digital learning environment? • How do students reflect, as well as shape, culture through educational technology? • How do students choose tools, techniques, and materials to express, share, and synthesize their ideas? • In what ways can technology enhance or hinder student performance, expression and communication? • What do students need to be prepared to survive and thrive in their 21st century futures? • How do we align instruction with state educational technology standards?

  8. SCOPE AND BREADTHDemographics • Through the analysis and identification of demographic trends in Fort Lee and Fort Lee Public Schools the committee will create a clear and complete picture of the characteristics of the people we serve. The following questions will help to further define this specific area of the study, identify the data available in those areas, and select the appropriate instruments for gathering that data: • Who are our students? • Where are they going? • What do they need from us? • Who are our staff? • Who makes up our community? • What access to educational technology is available? • How do we network socially?

  9. School Processes • The committee will define the day to day operations of the District as they relate to learning and instruction and district operations and management. The following questions will help to further define this specific area of the study, identify the data available in those areas, and select the appropriate instruments for gathering that data: • How do we rate and track student proficiency? • How are our students needs met? • How do we challenge our students? • What opportunities are made available? • How do we collect data? • How do we track student demographics? • How do we manage our facilities? • How do we report to the State?

  10. Perceptions In addition to identifying the perceptions about technology that exist, the committee will also study under what assumptions these perceptions are being formed. The following questions will help to further define this specific area of the study, identify the data available in those areas, and select the appropriate instruments for gathering that data: • What possibilities and/or problems does technological progress present? • What ethical considerations need to be taken into account online? • Can we find everything online? • What online resources can we trust? • How do we communicate? • Can we benefit professionally from social networking? • Will automation of school processes present savings of time and money? Possible Surveys to Include: (1) Comfort levels and proficiency with technology, (2) Perceptions of the frequency with which technology is used for instruction, (3) Perceptions of the impact of technology on learning, (4) Perceptions of the impact of technology on communicating.

  11. Student Performance Students perform in a variety of ways during their educational careers at Fort Lee Public Schools. Assessments measure whether students are on the right track and meet state academic standards. They provide instructors with data from which instruction can inform teaching and learning. The following questions will help to further define this specific area of the study, identify the data available in those areas, and select the appropriate instruments for gathering that data: • How do we encourage excellence in proficiency? • How do we recognize at-risk students? • How do we assess students? • What options do we provide? • How do we differentiate instruction? • How do we share successful educational practices? • How can proficiency in technology relate to success in other areas of study?

  12. What is Systemic Change? • Systemic change offers an opportunity to enact change while moving beyond thinking about individuals, single problems and single solutions. It entails thinking about systems – policy systems, education systems, social service systems, information systems, technology systems. • Systemic change is a cyclical process in which the impact of change on all parts of the whole and their relationships to one another are taken into consideration. In the contexts of schools, it is not so much a detailed prescription for improving education as a philosophy advocating reflecting, rethinking, and restructuring.

  13. Essentially, systemic change entails working with stakeholders throughout the system to: • Create a vision of what we want the system to look like and accomplish. • Take stock of the current situation. • Identify strengths and weaknesses of the current system in light of the vision. • Target several priority items for improvement. • Establish a plan for addressing these priority items and for measuring success. • Assess progress regularly and revise actions as needed. • Take stock again and use feedback to revisit vision and begin cycle again when the action cycle is completed.

  14. State of New Jersey Department of Education NJDOE News For Immediate Release:: December 17, 2008 New Jersey Joins National Coalition to Bring 21st Century Skills to Classrooms Education Commissioner Lucille E. Davy today announced that New Jersey recently became the ninth state to join the leadership initiative Partnership for 21st Century Skills, a coalition designed to infuse current classroom instruction with skills students need to be better prepared for the workplace. Discussing the partnership at the State Board of Education’s December meeting, Commissioner Davy said the resources and expertise available through the 10-state effort will assist New Jersey in modernizing its educational system to promote workforce competitiveness and economic innovation. “Being a member state of the Partnership for 21st Century Skills will help New Jersey move forward with its mission to empower all children with the skill sets and knowledge needed to compete in our ever-changing modern world,” the Commissioner said. “New Jersey students must be challenged to think globally, use new technology and solve complex problems to ensure they are career- and college-ready.” Full article: http://www.nj.gov/education/news/2008/1217skills.htm Link to Partnership for 21st Century Skills – New Jersey

  15. 21st Century Student Outcomes and Support Systems Framework for 21st Century Learning

  16. Five Star Technology Education ProgramsEach of the schools listed below has undergone a program assessment and has been citedby the Technology Educators Association of New Jersey as an exemplary “Five Star Technology Education Program”For more information about this program visit www.teanj.orgor contact Henry Harms, Five Star Program Coordinator at 609-771-3339 or harms@tcnj.edu Dickinson High School, Jersey City Contact: Frank Skowronski fskowron@optonline.net 201-963-7950 Heritage Middle School, Livingston Contact: Jim Novotny jnovotny@livingston.org 973-535-8000 x8053 High Point Regional High School, Sussex Contact: Mark Wallace mwallace@hpregional.org 973-875-3103 x251 Howell High School Contact: Sherry Roses Sroses1220@aol.com 732-919-2131 Hunterdon Central High School, Flemington Contact: Phil Hammel phammel@hcrhs.k12.nj.us 908-284-7155 Marlton Middle School, Marlton Contact: Steve Scanlon scanlons@evesham.k12.nj.us 856-983-0684 Washington Township High School, Sewell Contact: Rick Ambacher rambacher@wtps.org 856-589-8500

  17. Innovative Technology Educator Award Recipients Each of the teachers listed below has received the Innovative Technology Educator Award sponsored by the Martinson Family Foundation For more information about this award program visit www.teanj.org or contact Dave Janosz, TEANJ Executive Director at 201-784-1600x4363 or dave@janosz.us Mike Anderson Voorhees Middle School quarterline@aol.com 856-795-2025 Rick Ambacher Washington Township High School, Sewell rambacher@wtps.org 856-589-8500 x7250 Jean Arden Retired Elementary School Teacher jsarden@bellsouth.net 864-895-5554 Andy Barcello Marlboro Middle School abarcello@msn.com 732-972-2100 George Collict Retired High School Teacher gpcollict@att.net 973-366-7148 Brian Drelick High Point Regional High School, Sussex bdrelick@hpregional.org 973-875-3103 Wendy Green Marine Academy of Science & Technology, Sandy Hook wmg1220@hotmail.com 609-758-6461 Phil Hammel Hunterdon Central High School, Flemington phammel@hcrhs.k12.nj.us 908-284-7155 Michele Harris Wedgwood Elementary School, Sewell mharris@wtps.org 856-227-8110 Mike Hudock Washington Township High School, Sewell mhudock@wtps.org 856-589-8500 Dave Janosz Northern Valley Regional High School, Old Tappan dave@janosz.us 201-784-1600x4363 Jim Kennedy Pascack Valley Regional High School, Hillsdale jkennedy@pascack.k12.nj.us 201-358-7073 Don Knepler Washington Township High School, Sewell dknepler@wtps.org 856-589-8500 Joe Komarek Dickinson High School, Jersey City itsmrk@verizon.net 201-440-4571 Steve Megna Vernon High School smegna@nac.net 973-764-1700 Bill Meyer Retired High School Teacher Jamie Mulligan Montgomery Middle School, Skillman jmulligan@mtsd.k12.nj.us 609-466-7604x3904 Jim Novotny Livingston Public Schools jnovotny@livingston.org 973-535-8000 x8053 Paul Ochse North Hunterdon High School, Annandale pochse@nhvweb.net 908-735-5191 Phil Paspalas Pascack Hills High School, Montvale paspalas@optonline.net 201-358-7045 Sherry Roses Howell High School, Farmingdale sroses1220@aol.com 732-919-2131 Frank Skowronski Dickinson High School, Jersey City fskowron@optonline.net 201-963-7950 Lisa Sokol South Brunswick High School lsokol@sbschools.org 732-297-8329 Mark Wallace High Point Regional High School, Sussex mwallace@hpregional.org 973-875-3103 x251 Colleen Walsh Barnes Livingston High School cwalshbarnes@aol.com 201-535-8100

  18. Create a Vision An example vision statement: • All students will be prepared to meet the challenge of a dynamic global society in which they participate, contribute, achieve, and flourish through universal access to people, information and ideas. Excerpt from the NJ Educational Technology Plan

  19. Sample Vision Statements from Other Districts • Education will strive to create meaningful relationships between students and teachers, teachers and parents, and between schools and community through programs, facilities, activities, and events. • Curriculum, instruction, and education as a whole will be rigorous, flexible and responsive to serve the individual needs of students. • XXX School District will provide access to traditional reading, writing, problem-solving, and creative skills as well as less traditional relationship-building and ever-changing technology skills. • Facilities will provide appropriate, professional quality support for teacher data analysis, collaboration, and coordination. • Schools will be places of constant improvement through self-evaluation, leadership, professional learning, controlled risk-taking, and measurement of results. • School facilities will be connected to the outside world as well as adaptive and flexible to support a wide range of educational strategies.