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Running head: COLLABORATIVE TECHNOLOGY PLAN1

Gwinnett County Public Schools

Collaborative Technology Plan

Holli Brown, Arthur Kent Cason, April Lents

Liberty University

EDUC 638-B01 – Leadership in Educational Technology

Amanda Roberts

8 October 2015

COLLABORATIVE TECHNOLOGY PLAN 2

Gwinnett County Public Schools Collaborative Technology Plan

Studies of 1:1 experiments show that the quality of education can be greatly enhanced

through policies that build on the potential of 1:1 computing (Cheung, 2013; Dunleavy &

Heinecke, 2008; International Society for Technology in Education [ISTE], 2008; Myers &

Brandt, 2015; Styron & Styron, 2011). Student achievement can be raised in key curricular areas

through research-based, focused interventions that provide students with rich and powerful

learning environments. A 1:1 computing environment offers the potential for students to engage

in the real-time, real-world work of scientists, mathematicians, authors, composers, filmmakers,

and engineers. It is the obligation of responsible educators to build upon the technological

fluency already in the possession of the students. Information and communication technology is

integral to the students’ world and it is the responsible course of action to build upon the skills,

attitudes, and interests they bring to the classroom. Information and communication technology

use must be appropriate, transparent, and ubiquitous across the curriculum. Making this

potential real requires aligning educational goals with implementation strategies.

Committee Members’ Titles and Roles

The structure and composition of the following assembly of committee members has

been inspired by successful technology initiative planning committees in other districts (Arizona

Department of Education, 2015; Broward County Public Schools, 2013; Technology Plan

Development Work Group, 2012)

Table 1

Name Title Role

J. Alvin Woodbanks Superintendent of Schools, Gwinnett County, GA

Represents a public school district that serves Pre-K-12 students in brick-and-mortar, online, charter and magnet


schools

Ron Schott Executive Emeritus Arizona Technology Council

Representative of the business community with expertise in technology issues

Kathy Platt Georgia Office of Technology Services: Director of Instructional Technology

Expertise in curriculum development for the State of Virginia

Lisa Rutsky Principal, James Madison Online High School

Expertise in hiring teachers, recruiting students, overseeing daily operations and reporting to Georgia State Department of Education

Sandi Grandberry Owner Educational Software Company

Expertise in interactive curriculum development

Karen Parker Dean, School of Education, Liberty University

Represents an entity that has at least ten years of experience in teacher training

Joe O’Reilly Executive Director of Student Achievement Support Mesa School District

Background in psychometrics

Amanda Moore Higher education, Liberty University

Experience in education technology and 21st Century Learning

Tom Owen Director of Psychological Services, Gwinnett County Public Schools

Background in psychometrics

Theodore Kraver President eLearning Systems for Arizona Teachers and Students

Representative of the business community with expertise in technology issues

Open Georgia State Certified Teacher

Teacher who provides instruction in grade six, seven, eight or nine in a public, private or charter school

Deb Munis Instructional Technology Consultant Ohio Department of Education

Consultant for appropriate use and implementation of educational technology

Appointed by Governor Communication Manager, GITA

Director of the Government Information Technology Agency designee


Educational Technology Mission Statement

“The mission of Gwinnett County Public Schools is pursue excellence in academic

knowledge, skills, and behavior for each student, resulting in measured improvement against

local, national and world-class standards” (Gwinnett County Public Schools, 2006). The mission

of Gwinnett County Public Schools encompasses and employs the use of instructional

technology to assist students and teachers in the acquisition of academic knowledge, skills, and

behavior as they grow and develop into 21st Century learners. Technology is not a supplement,

but a quality strategy implemented to help students learn and demonstrate knowledge.

Educational Technology Vision Statement

The vision of Gwinnett County Public Schools (GCPS) is to promote digital citizenship

and 21st century skills by training all parents, students, teachers, and community members. This

will be achieved by encouraging good citizenship by being active members of the community

through service projects and internships. Students will be required to be competent in all

technology and academic skills as mandated and identified by Georgia’s Common Core

Curriculum for their grade level. Gwinnett County Public Schools will provide a safe and secure

technological setting through current technology, informational resources, and training.

Educational Technology Value Statements

Learning Values

We believe that teaching and learning begins with the hiring, training and

retention of highly qualified teachers.

We believe that learning happens at home, in the classroom and in the

community.


We believe that initiatives should tie to curricular goals and begin with learning

goals, not technology functions.

We believe the International Society for Technology in Education National

Education Technology Standards (ISTE NETS) should be integrated in the

professional development and learning programs of teachers, students and non-

instructional staff and administrators.

Technology Values

We believe that technology should be leveraged to foster a student-centered

learning environment where the learning process is participatory and fuels the

interests of students.

We believe that professional development is essential for all technology

initiatives, should have a content area focus, and use sound instructional practices.

We believe technology is a necessary requirement for today’s demanding business

operations in a global economy.

We believe all students and teachers should have equitable access to digital tools,

devices, and resources as part of their learning process.

2016 – 2017 Goals Overview

Goal #1: Infrastructure and Learning Spaces Including the Need for Enhanced Broadband

/ Wi-Fi.

Goal #2: Student Learning Outcomes and the Use of Specific Devices.

Goal #3: “Connectedness” / Interaction (Online [Social Media] & Face-To-Face –

Student-To-Student; Student-To-Expert; Student-To-Teacher; Teacher-To-Teacher; Teacher-To-

Expert; etc. / Public Relations.


Goal #1

Information Management and Technology Division will increase student accessibility by

installing access points in all learning spaces by the end of the first semester of the 2016-2017

school year. Access points should be able to host a minimum load of 80% of the district’s 7,400

students and 100% of its 489 teachers; at maximum capacity, 100% of students and teachers

should be able to access Wi-Fi using a mobile device. Each school will identify members of and

work with local technology teams to establish teacher learning communities for pedagogical

training.

Strategies to Support Goal #1

Information Management and Technology Division will conduct a needs assessment of

every school, and submit an action plan by January 15, 2016. The committee will build an

implementation plan with rollout of upgrades to current infrastructure by March 15, 2016.

Bidding through a Request for Quote (RFQ) will be opened by March 20, 2016, and the bidding

window will close on April 20, 2016. Retrofits of schools will begin on April 30, 2016 and will

be completed by December 31, 2016. All newly installed infrastructures will be tested by local

technology teams upon completion.

21st Century Learning Skills

Without sufficient connectivity, students, teachers, and administrators cannot effectively

collaborate, communicate, or create online. One critical element of the 21st century learning

skills is the ability of teachers, students, and administrators to be active online consumers and

users of tools and information.


Rationale Including Research to Support Goal #1 and Strategies

One concern with student BYOD initiatives is protecting students on the Internet and

ensuring that families do not incur additional charges for data plans or overages. By increasing

connectivity points, students are able to utilize the school’s Wi-Fi infrastructure with the safety

of the firewall in place. Firewalls create safe online spaces for students to obtain information

while learning the art of surfing the Internet and refining the use of search terms (Abshire, et al.,

2005, p. 45).

As the leader of Information Management Division, the Chief Technology Officer plays a

key role in leading the team charged with determining need and clarifying the budget (Abshire,

et al., 2005, p. 45). Consideration must be given to how many routers are needed and how they

will be installed in order to maximize connectivity. This creates a direct impact on the hardware

needed to wire and connect buildings (Bjerede & Krueger, 2015, para 6). Buildings built with

concrete cinder blocks or converted metal buildings will provide challenges as the Wi-Fi signal

will weaken as it travels through walls. Additionally, load and capacity tests will determine how

many devices can connect to a router at any given time. This test will specifically need to ensure

that a classroom of students in a one-to-one environment would have every device connected for

a classroom assignment. Due to the variety of classroom sizes, this test should examine the

potential to have the largest Fine Arts classes connected at one time; this could exceed 65

students in the high school classroom.

It may become necessary to join with other school districts to increase the purchasing

power and lower the cost of increasing and maintaining infrastructure. Additionally, the CTO

will need to work with Lead Teachers to ensure that curricular needs are met when devising the


E-Rate budget (Bjerede & Krueger, 2015, para 15). Planning ahead and anticipating need is

important when considering how to spend district allocated funds along with E-Rate funds.

Expected Outcomes in Terms of Student Learning / Achievement

Students are empowered to learn through a delivery model chosen by the student.

For example, students may choose to attend face-to-face classes or enroll in cyber

classes so their specific college and career goals are met (Raths, 2014).

Increased teacher collaboration between buildings and levels that directly impacts

student achievement on district and state tests: teachers, administrators, CTO,

district curriculum personnel (Raths, 2014).

Increased student collaboration as evidenced by discussion boards, blogs, and

student-created learning products.

Evaluation Measures

At the core of the technology implementation plan is student learning. Evaluation

measures will include:

Increased graduation rates: counselors, administrators, district curriculum leads

Student achievement on national, state and district exams: counselors, district

curriculum leads

Supportive customer support as evidenced by feedback from teachers, students

and parents: CTO, Information Management

Shared teacher-created district resources: teachers, district curriculum leads, CTO,

and IT department (Raths, 2014).

Timeline for Implementation of Each Goal / Strategy

Year 1: CTO and identified team assess need


Year 1: Begin retrofitting schools with access points: high school, then middle

schools, and finally elementary schools.

Year 2: Complete final installation of access points in the elementary schools.

Professional Development Plan

CTO and committee will perform a needs assessment and generate a report of

findings to be submitted to the board members.

Technology teams will be identified by school administrative teams and trained

by CTO and appointees.

Local IT support will be briefed on working with winning bid team.

Goal #2

Provide a 1:1 computing environment that encourages creativity and innovation,

facilitates communication and collaboration, supports research and access to digital content,

increases critical thinking, and problem solving opportunities, and promotes the proper use of

information and technology. Implementation of core course curriculum integration with

information and communication technology will be complete by the end of school year 2018-

2019, and all courses, including non-core courses will be integrated by the end of school year

2019-2020.


Through information and communication technology (ICT), as defined in

Appendix B, staff and students will have access to on-demand information

promoting a collaborative learning environment.

Using the ISTE NETS, technology will be integrated into all K-12 curricula.

Instructional stakeholders will contribute to developing and updating technology-


integrated curriculum maps and resources. Teachers will integrate technology as

defined within their respective curriculum by end of school year 2018-2019.

Students will select from a variety of tools (e.g. online learning, podcasts, and

wikis), processes, and information sources (e.g. social networking, human

interaction, and differentiated learning environments) that will enhance their own

learning.

Technology tools will be made available anywhere, anytime, for and by everyone,

and will help to eliminate barriers for all learners.

Curriculum will be designed to offer more global opportunities for creative and

collaborative problem solving. (Technology Plan Development Work Group,

2012)


The availability of Information and Communication Technology (ICT) resources will

support the collaborative component of teaching and learning. ICT resources enable all learners

to access the increasing wealth of on-demand information. Creating and sharing resources

fosters a collaborative learning environment.


A growing body of research supports the conclusion that information and communication

technology (ICT) is an effective means of addressing educational performance goals (Center for

Digital Education, 2008; Dunleavy & Heinecke, 2008; ISTE, 2008; Myers & Brandt, 2015;

Styron & Styron, 2011). Educators have identified links between technology and transitional

goals that lead to enhanced student achievement, including improved student behavior,

engagement and attendance, improved opportunities for educator professional development,


increased efficiency in classroom administrative tasks, and improved communication among

stakeholders (Styron & Styron, 2011). Research is beginning to show validation of these

observations by demonstrating that educational technology use not only reinforces successful

learning strategies but also enables students to transfer the knowledge across disciplines.

Indicators support the hypothesis that this occurs because students are involved in (1) highly

engaged and focused activities, (2) frequently applying active learning strategies, (3) interacting

with each other about their work, (4) problem solving through project-based activities, which

usually involve more critical thinking; and (5) regularly discovering, synthesizing, and

communicating new information (Center for Digital Education, 2008).

Additionally, studies indicate that programs targeting disadvantaged students had a

higher degree of positive impact when information and communication technology was

integrated into the curriculum and employed more than 30 minutes per day (Cheung, 2013).

It is important to qualify that the use of information and communication technology has

shown the highest levels of improved student academic performance when the following seven

factors are present, as identified by the ISTE:

1. Effective professional development for teachers in the integration of technology

into instruction is necessary to support student learning.

2. Teachers’ direct application of technology must be aligned to local and/or state

curriculum standards.

3. Technology must be incorporated into the daily learning schedule (i.e., not as a

supplement or after-school tutorial).

4. Programs and applications must provide individualized feedback to students and

teachers and must have the ability to tailor lessons to individual student needs.


5. Student collaboration in the use of technology is more effective in influencing

student achievement than strictly individual use.

6. Project-based learning and real-world simulations are more effective in changing

student motivation and achievement than drill-and-practice applications.

7. Effective technology integration requires leadership, support, and modeling from

teachers, administrators, and the community/parents. (ISTE, 2008, p. 3)

Installation of technology alone has not been demonstrated to produce consistently

positive results. However, correct implementation focused on professional development and

curriculum integration has been demonstrated to be a singularly significant factor in the

successful outcome of implementing a comprehensive technology driven curriculum (Dunleavy

& Heinecke, 2008; ISTE, 2008; Myers & Brandt, 2015).


Student achievement, as measured through standardized tests and the acquisition of 21st

century learning skills, will be positively influenced across all segments of K-12 students

through collaborative, project-based, real-life simulations, and individual use of ICT resources.

One-to-one availability of ICT resources will promote student engagement in learning,

demonstrated through increased time spent on educational activities in and outside of the

classroom.

Students will demonstrate greater comprehension and application of STEM and Common

Core subject material, as measured through alternative and standardized assessments.

Data gathered via ICT resources on student achievement will identify gaps where

students are not meeting curriculum standards.


Evaluation Measures

Evaluation will be achieved through bi-annual review of curriculum integration maps,

teacher reflection on performance and goals, student reporting on integration of curriculum

within classroom, and annual parent perception surveys.


June Year 1 – Standards identification for all content areas.

June Year 1 – Development of teacher teams at all levels K-12.

August Year 1 – Completion of phase one of team leader training.

December Year 1 – Completion of basic assessment training for all teachers.

June Year 2 – Completion/revision of curriculum maps (to include specific

technology integration) for all core courses.

June Year 2 – Completion of school based common assessments at secondary

level, completion draft common assessments at elementary level.

August Year 2 – Completion of district common summative assessments.

December Year 2 – Completion of formative assessment training for all teachers.

June Year 3 – Completion of curriculum maps, including school level common

assessments for non-foundational courses at the secondary level.

June Year 3 – Establishment of common formative assessment measures at the

elementary level.

December Year 3 – Establishment of common formative assessment measures at

the secondary level.

May Year 4 – Launch of Common Core Smarter Balanced Assessments.

(Technology Plan Development Work Group, 2012)


May Year 5 – Assessment and evaluation of goal implementation.


June Year 1 – Development of teacher teams at all levels K-12.

August Year 1 – Completion of phase one of team leader training.

December Year 1 – Completion of basic assessment training for all teachers.

August Year 2 – Completion of district common summative assessments.

December Year 2 – Completion of formative assessment training for all teachers.

(Technology Plan Development Work Group, 2012)

Goal #3

Connectedness is an important part of becoming a 21st century school district. In order

to become connected, the system will designate a social media coordinator at the district level

during the summer of 2016. The district will go active on social media sites, to include

Facebook and/or Twitter. The district will develop a training schedule to train teachers in the

professional use of social media. Teachers will also receive training in developing a Professional

Learning Network (PLN). Training will be related to the teachers’ content areas.

Each school will designate a social media coordinator and go active on social media sites.

Teachers will be encouraged to create professional, social media sites. Once the school year has

started, students and parents will be notified of the district’s use of social media. Middle and

high school students and all parents will be offered training in the use of social media as a

learning tool. Students and/or parents will be encouraged to create social media accounts in

order to stay connected with teachers, schools, and the district.

The initial push towards social media connectedness will occur during the 2016-2017

school year. Effectiveness will be measured through multiple evaluation tools, to include


observations and checks by administrators and social media coordinators. Surveys will also be

completed at the end of the training sessions and at the end of the school year. Surveys will be

completed by teachers, parents, and students.


Strategies that can support the connectedness of the Gwinnett County Public Schools

begin with the designation of social media coordinators within each school and at the district

level. The district and schools will go active on social media sites (Facebook, Twitter, Remind,

etc.). Teachers will receive training in the use of social media and professional learning

networks for their content area(s). Teachers will then be encouraged to create their own

professional social media sites. Assistance will be provided to teachers in the creation of their

professional, classroom social media sites. This assistance will be provided by the school and

district social media coordinators and district IT.

Middle and high school students will receive training in the safe use of social media.

This training will also explain to students how to use social media to benefit learning, and

increase collaboration and communication with peers and teachers. Students will be encouraged

to create social media sites in order to follow their teachers and school. Parents of students, at all

levels-elementary, middle, and high, will be offered training in how social media can be

beneficial to their students’ success, how it can be used to increase their collaboration and

communication with fellow parents, teachers, and their students. Assistance will be provided to

students and parents in the creation of their social media sites. This assistance will be provided

by the school and district social media coordinators and district IT.


Trainings for students will occur within the first month of school. As new students move

into the district, additional trainings will be held. Trainings for parents will be offered several

times throughout the year, at each school.


Collaboration and communication will be the primary 21st century learning skills

addressed through connectedness. Collaboration will be achieved through the communication

opportunities provided by social media use. Communication and collaboration can flow freely

among experts, the district, schools, teachers, parents, and students.

Through the use of social media as a professional learning network, teachers, parents, and

students will be able to use social media to improve their information literacy. The ability to find

useful, appropriate, and reliable research can be easier with the use of social media. Teachers

can easily share relevant articles with parents and students.

As 21st century learners, students must demonstrate global awareness and responsible

citizenship. This can be accomplished through the responsible use of social media. Students can

also collaborate with students around the world allowing for a positive worldview.


Technology and social media are very popular in today’s society. Students use

technology on a daily basis and most of them use social media daily, as well. Schools can

provide students with the opportunity to use technology and social media as learning tools.

Traditional school settings can be enriched by the use of social media by providing technology-

based activities that overcome the passive role of students (Tur & Marin, 2015).

The use of social media in educational settings can allow users to create personal learning

environments (PLE) or professional learning networks. The use of personal learning


environments can reinforce the use of technology for learning and extending the possibilities of

social media for professional development (Tur & Marin, 2015). Facebook and Twitter are two

of the more popular social media sites in use, today. However, educational-based platforms, like

Collaborate, are growing in popularity, too. They offer the benefits of social media without

being completely public forums. They allow students to collaborate with each other and the

teacher (Havey & Deputy, 2013).

As previously mentioned, Facebook and Twitter are two of the most popular social media

sites. They both can be utilized in the classroom as learning tools and to improve relationships

among students and teachers. For example, Facebook can be used as a mentoring tool by

allowing teachers to build relationships with students. These relationships can help prevent teen

suicides, gang activity, and crimes (Rushowy, 2011). Twitter has been shown to be very useful

as a learning tool. It can be used by teachers, to provide students an opportunity to view them as

learners. It can also be used as a means to participate in discussions, of broader topics, outside of

the classroom (Havey & Deputy, 2013). Twitter can also be used as an educational tool to

establish personal learning environments and engage student participation. The students’

participation in using Twitter as an educational tool has been shown to have a positive impact on

student learning and students have reported enjoying the use of Twitter for learning purposes

(Tur & Marin, 2015).


Teacher to home communication will increase because of social media. Students/Parents

will be able to ask questions after school hours and receive information like homework

assignments, important information via social media sites. Social Media will allow teachers and

other experts to share helpful information with parents and students. With the connectedness of


the school, teachers, students, and parents, student achievement, and participation should

improve.

Evaluation Measures

Administrators are ultimately responsible for everything that happens within their school.

They are also responsible for the professional presentation of their teachers. Because of this,

administrators will design a professional social media site checklist. They will perform monthly

checks on the social media sites of their teachers. If a problem is found on a teacher’s social

media site, the administrator will immediately notify the teacher and assist in the correction of

the problem.

The Social Media Coordinator will assist the administrator in developing the professional

social media site checklist. They will perform monthly checks on the social media sites of the

teachers. If a problem is found on a teacher’s social media site, the social media coordinator will

notify the administrator and together, they will notify the teacher and assist in the correction of

the problem. This allows for a two-pronged check of the professional use of social media by

teachers.

The provided trainings to parents and students will also be used an evaluation tool.

Trainings will be held throughout the year to allow for maximum participation. Surveys will be

completed at the end of the trainings to gauge student and parent participation in developing a

social media site for educational use. Surveys will also be distributed and collected at the end of

each school year to gauge the thoughts and feelings of the students and parents participating in

educational social media use. The school media coordinator and administrators will compile the

opinions and data found in the completed surveys.


Teachers will ensure that their professional social media sites are maintained. They will

be provided a copy of the professional social media site checklist, so they are aware of what the

administration and social media coordinator are looking for. Teachers will also ensure students

are using social media appropriately. They will report any inappropriate usage by students

and/or parents (cyberbullying) to administration. Teachers will maintain Parent Communication

Logs to include contact via social media. Teachers will also complete surveys at the end of their

training sessions and at the end of the school year. These surveys will be used in the same way

as the surveys completed by students and parents.


Summer Year 1 - Social Media Coordinator will be designated at Central Office.

August Year 1 - District social media site up and running. Letters/e-mails will be

sent to parents, informing them of district social media site. These letters will

also notify parents of upcoming informational sessions regarding the educational

use of social media throughout the schools. Social Media Coordinators will be

designated for each school.

Staff Development Days (August Year 1) - School and District wide training for

teachers. Teachers will complete initial survey.

Teacher Meeting/Back-to-School Day(s) Year 1 - School Social Media

Coordinators will have school social media sites up and running. Information will

be passed out to parents informing them how to follow the school on social

media. Additional information will provided about upcoming parent/student

sessions.


Second Week of School (August/September Year 1) - First set of parent/student

information sessions will be held at each school. Times will vary to allow

maximum participation. Students and parents will complete initial survey at the

end of the training session they attend.

First Quarter Year 1 - Additional training sessions will be held for parents and

students. Times will vary to allow maximum participation. Students and parents

will complete initial survey at the end of the training session they attend.

Second Quarter Year 1 - Additional teacher training session(s). Additional

training sessions will be held for parents and students. Times will vary to allow



Third Quarter Year 1 - Additional teacher training session(s). Additional training

sessions will be held for parents and students. Times will vary to allow maximum

participation. Students and parents will complete initial survey at the end of the

training session they attend.

Fourth Quarter Year 1 - Additional teacher training session(s). Additional

training sessions will be held for parents and students. Times will vary to allow



End of School Year 1 - Students, Parents, and Teachers will complete end of year

survey.

This cycle can be repeated each subsequent year.



Professional Development will be designed by Central Office and will be scheduled to be

held at individual schools and central office. General Professional Development will be held

school-wide. Grade level and/or Subject Area trainings will be held district-wide to allow

teachers from all schools to work collaboratively. The initial trainings will be held during two of

the staff development days prior to the 2016-2017 school year. One day will be for the school-

wide training and the other day will be for the district-wide training. Additional trainings will be

held throughout the school year. The goal will be to have at least one connectedness training

each quarter.

Trainings will be provided by District IT Department. The District IT Department will

utilize some web-based training. Some sites for these trainings are:

The Viva Project: Social Media Training Center. http://vivateachers.org/social-

media-training-center/

New Media Consortium: Applications of Social Media for STEMx Teaching.

http://redarchive.nmc.org/news/launches-free-social-media-training-teachers-

%E2%80%94-facebook

The University of Texas at Austin: Social Media Professionalism for Teachers:

https://community.edb.utexas.edu/socialmedia/ideassm_training_content/menu-

training/0.

Trainings will cover:

Legal Responsibilities/Concerns when using Technology and Social Media

(Review of District Acceptable/Responsible Use Policies, Children’s Internet

Protection Act (CIPA), and Children’s Online Privacy Protection Act (COPPA)


Creating Professional Social Media Sites (Should be separate from personal

accounts)

Use of Social Media as a Professional Learning Network/Personal Learning

Environment

How to use Social Media, Professional Learning Networks/Personal Learning

Environments, to enhance grade level/subject area instruction

How to responsibly engage students and parents on Social Media

Children’s Internet Protection Act (CIPA) and E-Rate

The Children’s Internet Protection Act (CIPA) was enacted by Congress in 2000. CIPA

imposes requirements on schools and libraries, because they receive benefits of the E-Rate

program, to block access to obscene and harmful content on the Internet. CIPA policies must

address, but is not limited to, the blockage of access by minors to inappropriate or harmful matter

on the internet and the safety and security of minors when using various forms of electronic

communications (Federal Communications Commission [FCC], 2014).

The E-Rate program provides discounts on certain technological services and products

that are essential for classrooms and libraries. CIPA compliance must be certified prior to

receiving E-rate funding.

Children’s Online Privacy Protection Act

The Children’s Online Privacy Protection Act (COPPA) was enacted by Congress in

1998. Primarily, the goal of COPPA is to place parents in control over what personal

information is collected from their children online. The rule is designed to protect children

younger than thirteen years of age. The rule applies to any operators of commercial websites and

online services, including mobile applications, geared towards children younger than thirteen


that collect, use, or disclose personal information from children. COPPA was amended in 2013

to increase the protection of children’s personal information online (Federal Trade Commission

[FTC], 2015).

Gwinnett County Public Schools are able to provide consent in lieu of the parent, but it is

limited within the context of education. Each school must make sure they remain in compliance

with the Family Educational Rights and Privacy Act (FERPA). Each school should also notify

parents of the websites and online services in which they have provided consent (Federal Trade

Commission [FTC], 2015).

Acceptable / Responsible Use Policies (AUPs / RUPs)

1. Use of Network for educational purposes (Cape Elizabeth School Board, 2014).

2. Network Security & Privacy: student use and access will be enforced by the use

of unique usernames and passwords to ensure student and teacher data is safe.

3. Internet Safety: students will have access to the tools and information appropriate

for the age of the student as determined by the local school technology team and

administrative teams (Chen, n.d.).

4. Digital Citizenship: teachers and students will participate in ongoing digital

citizenship training so that the best decisions can be made when in an online

environment.

5. Copyright & Ownership of Work: teachers will be expected to follow copyright

laws while teaching students about the importance of copyright as well (Common

Sense Education, n.d.).

Itemized Budget

See Appendices A, B, and C for projected funding requests for Goals #1, #2, and #3 respectively.


References

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Appendix A

Goal #1 Budget Request

To accommodate connection points in every classroom and learning space in 7

elementary schools, 2 middle schools, and 1 high school, access points need to be installed. This

includes the access points, CAT5e cabling and installation.

Product List Price Quantity for Extended Cost TotalAruba AP 224 Access Point $1,295 10 schools $1,295 x 625= $809,375.00CAT5e Cables for Access Points

$7.99 625 Access Points

$7.99 x 1,250= $9,987.50

Total $819.362.50


Appendix B


This budget is for 7 elementary schools, 2 middle schools, and 1 high school employing

489 full time teachers and serving approximately 7,400 students; assuming an even distribution

across grade levels plus additional units for growth, non-teaching staff, and administrators.

Product selection was based on compatibility with academic need and the unit’s projected

obsolescence cycle data. List Price is the quoted price from Google for Education.

Product List Price

Quantity for Extended Cost Total

Dell Venue 10 5000 Series NWD56 (16 GB)

$399.00 5,200 for K5-8 grade students

$399.00 x 5,200= $2,074,800.00

Acer Chromebook CB3-111-C6EQ NX.MQNAA.008 (Intel Celeron N2840, 2GB RAM, 16GB HD)

$180.00 2,300 for 9-12 grade students

$180.00 x 2300= $414,000.00

Acer Chromebook CB3-111-C6EQ NX.MQNAA.008 (Intel Celeron N2840, 2GB RAM, 16GB HD)

$180.00 525 faculty/staff

$180.00 x 525= $94,500.00

Total $2,583,300.00


Appendix C


This budget request is for the designation of Social Media Coordinators at each school

plus Central Office (11 positions).

Social Media Coordinators

$5,730 per year

Yearly Stipend

$5,730 x 11 positions = $63,030


Appendix D

Connection between Goals and the ISTE Standards for Students, Teachers, & Administrators

(International Society for Technology in Education [ISTE-A], 2009; International Society for

Technology in Education [ISTE-S], 2007; International Society for Technology in Education

[ISTE-T], 2008)

committee members’ titles and roles€¦ · web viewinformation and communication technology...

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