itd handbook 2010-11

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2010-11

Arlington Independent School District

Instructional Technology Handbook

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Cover Credits: www.clipart.comused with permission

The Arlington Independent School District shall comply fully with the nondiscrimination of all

federal and state laws, rules, and regulations by assuring that no person shall be excluded fromconsideration for recruitment, selection, appointment, training, promotion, retention, or any otherpersonnel action, or be denied any benefits or participation in any educational programs oractivities which it operates on the grounds of race, religion, color, national origin, sex, disability,age, or veteran status (except where age, sex, or disability constitutes a bonafide occupationalqualification necessary to proper and efficient administration).

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2010-11 Instructional Technology Handbook 3

TABLE OF CONTENTS TEKS: Technology Applications ...................................................................................4

SBEC Educator Standards and Exams ...........................................................................5

Internet Safety and Acceptable Use Guidelines

Students ..............................................................................................................6

Employees ........................................................................................................10

Substitutes ........................................................................................................16

Copyright and the Internet

Fair Use ............................................................................................................19

Email ................................................................................................................20

Newsgroup and Discussion Lists .....................................................................20

Web Pages ........................................................................................................20

Portion Limitations ..........................................................................................20

Citing Online Resources ..................................................................................21

Keyboarding: District Guidelines ...............................................................................23

Computer Labs .............................................................................................................26

Video Conferences .......................................................................................................27

Software and Online Resources: Selecting and Installing ...........................................28

Campus Technology Trainers ......................................................................................30

Staff Development Opportunities and Registration .....................................................33

Technology Department Personnel ..............................................................................34

Appendix ......................................................................................................................36

TEKS Checklists for Grades K-8

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TEKSTECHNOLOGY APPLICATIONS

Texas has a comprehensive K-12 curriculum that focuses on the teaching and learning oftechnology skills. The Technology Applications curriculum is specified as a required enrichment

curriculum in Texas Education Code, Section 28.002 and is not part of the Career and

Technology Education curriculum. However, together the Career and Technology Educationcourses, Technology Applications secondary courses, and K-8 integrated curricular opportunities

provide multiple options for students to obtain technology knowledge and skills.

Technology Applications TEKS are divided into grade clusters: K-2, 3-5, 6-8, and 9-12. There

are benchmark years at grades 2, 5, and 8 and specific course requirements at grades 9-12.

Students should be able to demonstrate applicable technology proficiencies before exiting

targeted grades (2, 5, and 8). Although these grades are identified as benchmark points, all grade

levels share the responsibility of preparing students to master the defined technology skills.

TA TEKS for grades K-2require that students have an opportunity to use computers and gainbasic technology skills such as inputting information, beginning touch keyboarding and

becoming familiar with the computer. Students acquire information including text, audio, video

and graphics; solve problems; and express ideas using word processing and multimedia tools. At

grades 3-5 students learn proper keyboarding techniques; acquire information by selecting the

most appropriate search strategies; use software programs with audio, video and graphics; solve

problems using word processing, graphics, databases, spreadsheets, simulations, multimedia andtelecommunications; and use technology to communicate information to a variety of audiences.

Computer Literacy is the only state-identified Technology Applications course at thejunior high

level. In Arlington ISD either of two models is used on junior high campuses. The first model

includes a one-semester computer literacy class. Students learn, demonstrate, and are evaluated

on defined technology proficiencies. Class projects include content from subject-area curriculaso that technology is used to accomplish academic tasks. Because of the number of students that

need to be served, each junior high should have two computer literacy teachers. In the second

AISD model, students are not enrolled in a specific computer literacy course. Instead, computerliteracy teachers (preferably two per campus) are assigned the responsibility of monitoring and

documenting mastery of defined proficiencies. Teachers in any subject area work with a

computer literacy teacher to implement curriculum-related student projects that involve subject-area and TA TEKS.

Arlington ISD offers several Technology Applications courses at the high schoollevel: Pre-APComputer Science, Computer Science A, Advanced Computer Science III, Multimedia, Web

Mastering I and Web Mastering II. Successful completion of any of these courses provides a

Technology Applications graduation credit.

The K-12 Technology Applications TEKS are available at www.tea.state.tx.us/teks/126toc.htm.Resources to assist educators in implementing the Technology Applications curriculum are

available from www.techappsnetwork.org.

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SBECEDUCATOR STANDARDS AND EXAMS

All beginning teachers are expected to master Technology Applications Standards I-V.Assessment items based on standards I-V were incorporated into TExES exams at every

certification field and level beginning in the fall of 2002. New exams for Computer Science(Grades 8-12) and Technology Applications (Grades 8-12 and EC-12) became available in the

fall of 2004. Certificates awarded after successful completion of the new exams replaceComputer Information Systems (CIS) and Information Processing Technologies (IPT)

endorsements. Texas Examinations of Educator Standards (TExES) tests replaced ExCET

exams.

Candidates for initial teacher certification are required to pass the appropriate grade level of thePedagogy and Professional Responsibilities (PPR) portion of the TExES test. Candidates must

also ensure that the proper grade level of pedagogy test passed corresponds to the grade levels ofthe content-area certificate sought.

The 77th Texas legislature passed House Bill 1475 which mandates a Master TechnologyTeacher certification and grant program. This program is similar to the Master Reading Teacher

and Master Mathematics Teacher. Both the Texas Education Agency and SBEC are involved in

the implementation of the legislation to ensure that there are teachers prepared to work with

other teachers and with students to increase the use of technology in classrooms.

More detailed information regarding standards, certificates and examinations is available from:

Standards for Technology Applications (EC-12 and 8-12) and Computer Science (8-12):http://www.sbec.state.tx.us/SBECOnline/certinfo/certreq.asp

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INTERNET SAFETYAND ACCEPTABLE USE GUIDELINES FOR STUDENTS

The following information is provided so that students, parents and staff are aware ofresponsibilities involved in the efficient, ethical and legal use of technology resources.

Each student will be required to adhere to all District policies and toInternet Safety and

Acceptable Use Guidelinesin order to be granted access to District technology resources.

Access to the Districts electronic communications system is a privilege, not a right. All usersshall be required to acknowledge receipt and understanding of administrative regulations

governing use of the system and shall agree in writing to allow monitoring of their use and

compliance with such regulations and guidelines.

Access to the District electronic communications systems, including the Internet, shall be madeavailable to students for instructional and administrative purposes and in accordance withadministrative regulations.

Noncompliance may result in suspension of access or termination of privileges and otherdisciplinary action consistent with District policies.

Electronic mail transmissions and other use of the electronic communications system by students

are not private and may be monitored at any time by designated District staff to ensureappropriate use.

CONSENT REQUIREMENTSCopyrighted software or data may not be placed on any system connected to the District's system

without permission from the holder of the copyright. Only the copyright owner, or an individual

the owner specifically authorizes, may upload copyrighted material to the system.

No original work created by any District student will be posted on a Web page under theDistrict's control unless the District has received written consent from the student (and the

student's parent if the student is a minor) who created the work.

No personally identifiable information about a District student will be posted on a Web pageunder the District's control unless the District has received written consent from the student's

parent. An exception may be made for "directory information" as allowed by the FamilyEducational Rights and Privacy Act and District policy.

FILTERINGAll Internet access will be filtered for minors and adults on computers with Internet accessprovided by the school. The categories of material considered inappropriate and to which access

will be blocked will include, but not be limited to: nudity/pornography; images or descriptions of

sexual acts; promotion of violence, illegal use of weapons, drug use, discrimination, or

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INTERNET SAFETY

AND ACCEPTABLE USE FOR STUDENTS

participation in hate groups; instructions for performing criminal acts (e.g., bomb making); and

online gambling.

SYSTEM ACCESS

Access to the District's electronic communications system will be governed as follows:

1. Students in all grades will be granted access to the District's system as appropriate.Students may be assigned individual accounts.

2. Any system user identified as a security risk or as having violated District and/orcampus computer use guidelines may be denied access to the District's system.

3. All users will be required to sign a user agreement annually.INDIVIDUAL USER RESPONSIBILITIES

The following standards will apply to all users of the District's electronic information/communications systems:

1. The individual in whose name a system account is issued will be responsible at alltimes for its proper use.

2. The system may not be used for illegal purposes, in support of illegal activities, or forany other activity prohibited by District policy or guidelines.

3. System users may not disable, or attempt to disable, a filtering device on the District'selectronic communications system.

4. Communications may not be encrypted so as to avoid security review by systemadministrators.

5.

System users may not use another person's system account without written permissionfrom the campus or district administrator as appropriate.6. Students may not distribute personal information about themselves or others by

means of the electronic communications system unless instructed to do so by an

administrator, counselor, librarian or teacher for instructional purposes. This includes,but is not limited to, personal addresses and telephone numbers.

7. Students should never make appointments to meet people whom they meet online andshould report to a teacher or administrator if they receive any request for such ameeting.

8. Users may not use the network for financial or commercial gain, advertising orpolitical lobbying.

9. System users must purge electronic mail in accordance with established retentionguidelines.

10.System users may not redistribute copyrighted programs or data except with thewritten permission of the copyright holder or designee. Such permission must bespecified in the document or must be obtained directly from the copyright holder or

designee in accordance with applicable copyright laws, District policy, and

administrative regulations.

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INTERNET SAFETY AND ACCEPTABLE USE FOR STUDENTS

11.System users should avoid actions that are likely to increase the risk of introducingviruses to the system, such as opening email messages from unknown senders and

loading data from unprotected computers.

12.System users may not send or post messages that are abusive, obscene, pornographic,sexually oriented, threatening, harassing, damaging to another's reputation, or illegal.

13.System users may not purposefully access materials that are abusive, obscene,pornographic, sexually oriented, threatening, harassing, damaging to another's

reputation, or illegal.

14.System users should be mindful that use of school-related electronic mail addressesmight cause some recipients or other readers of that mail to assume they represent the

District or school, whether or not that was the user's intention.

15.System users may not waste District resources related to the electroniccommunications system.

16.System users may not gain unauthorized access to resources or information.17.Students who identify or know about a security problem are expected to convey the

details to a teacher without revealing the information to other students.

VANDALISM

Any malicious attempt to harm or destroy District equipment or data or the data of another userof the District's system or of any of the agencies or other networks that are connected to the

Internet is prohibited. Deliberate attempts to degrade or disrupt system performance are

violations of District policy and administrative regulations and may constitute criminal activity

under applicable state and federal laws. Such prohibited activity includes, but is not limited to,the uploading or creating of computer viruses.

Vandalism as defined above will result in the cancellation of system use privileges and willrequire restitution for costs associated with system restoration, as well as other appropriate

consequences.

FORGERY PROHIBITED

Forgery or attempted forgery of electronic mail messages is prohibited. Attempts to read, delete,copy, or modify the electronic mail of other system users, deliberate interference with the ability

of other system users to send/receive electronic mail, or the use of another person's user ID

and/or password is prohibited.

INFORMATION CONTENT / THIRD-PARTY SUPPLIED INFORMATION

System users and parents of students with access to the District's system should be aware that,despite the District's use of technology protection measures as required by law, use of the system

may provide access to other electronic communications systems in the global electronic network

that may contain inaccurate and/or objectionable material.

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INTERNET SAFETY

AND ACCEPTABLE USE FOR STUDENTS

A student who gains access to such material is expected to discontinue the access as quickly as

possible and to report the incident to the supervising teacher.

A student knowingly bringing prohibited materials into the school's electronic environment willbe subject to suspension of access and/or revocation of privileges on the District's system and

will be subject to disciplinary action in accordance with the Student Code of Conduct.

NETWORK ETIQUETTE

System users are expected to observe the following network etiquette:

1. Be polite; messages typed in capital letters are the computer equivalent of shoutingand are considered rude.

2. Use appropriate language; swearing, vulgarity, ethnic or racial slurs, and any otherinflammatory language are prohibited.3. Pretending to be someone else when sending/receiving messages is prohibited.

4. Transmitting obscene messages or pictures is prohibited.5. Be considerate when sending attachments with e-mail by considering whether a file

may be too large to be accommodated by the recipient's system or may be in a format

unreadable by the recipient.

6. Using the network in such a way that would disrupt the use of the network by otherusers is prohibited.

TERMINATION / REVOCATION OF SYSTEM USER ACCOUNT

Termination of a student's access for violation of District policies or regulations will be effective

on the date the principal or District administrator receives notice of student withdrawal or ofrevocation of system privileges, or on a future date if so specified in the notice.

DISCLAIMER

The District's system is provided on an "as is, as available" basis. The District does not make any

warranties, whether express or implied, including, without limitation, those of merchantability

and fitness for a particular purpose with respect to any services provided by the system and anyinformation or software contained therein. The District does not warrant that the functions or

services performed by, or that the information or software contained on the system will meet the

system user's requirements, or that the system will be uninterrupted or error free, or that defects

will be corrected.

Opinions, advice, services, and all other information expressed by system users, informationproviders, service providers, or other third-party individuals in the system are those of the

providers and not the District.

The District will cooperate fully with local, state, or federal officials in any investigation

concerning or relating to misuse of the District's electronic communications system.

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INTERNET SAFETYAND ACCEPTABLE USE GUIDELINES FOR EMPLOYEES

The following information is provided so that students, parents and staff are aware ofresponsibilities involved in the efficient, ethical and legal use of technology resources.

Anyone using a District computer will be required to adhere to all District policies and to

Internet Safety and Acceptable Use Guidelinesin order to be granted access to District

technology resources.

Access to the Districts electronic communications system is a privilege, not a right. All users

shall be required to acknowledge receipt and understanding of administrative regulations

governing use of the system and shall agree in writing to allow monitoring of their use andcompliance with such regulations and guidelines.

Access to the District electronic communications systems, including the Internet, shall be madeavailable to students and employees for instructional and administrative purposes and in

accordance with administrative regulations.

Noncompliance may result in suspension of access or termination of privileges and other

disciplinary action consistent with District policies.

Electronic mail transmissions and other use of the electronic communications system are notprivate and may be monitored at any time by designated District staff to ensure appropriate use.

CONSENT REQUIREMENTSCopyrighted software or data may not be placed on any system connected to the District's system

without permission from the holder of the copyright. Only the copyright owner, or an individual

the owner specifically authorizes, may upload copyrighted material to the system.

No original work created by any District student or employee will be posted on a Web pageunder the District's control unless the District has received written consent from the student (and

the student's parent if the student is a minor) or employee who created the work.

No personally identifiable information about a District student will be posted on a Web pageunder the District's control unless the District has received written consent from the student's

parent. An exception may be made for "directory information" as allowed by the FamilyEducational Rights and Privacy Act and District policy.

FILTERINGThe Superintendent will appoint a committee, to be chaired by the Assistant Superintendent ofTechnology, to select, implement, and maintain appropriate technology for filtering Internet sites

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INTERNET SAFETY

AND ACCEPTABLE USE FOR EMPLOYEES

containing material considered inappropriate or harmful to minors. All Internet access will be

filtered for minors and adults on computers with Internet access provided by the school.

The categories of material considered inappropriate and to which access will be blocked will

include, but not be limited to: nudity/pornography; images or descriptions of sexual acts;

promotion of violence, illegal use of weapons, drug use, discrimination, or participation in hategroups; instructions for performing criminal acts (e.g., bomb making); and online gambling.

REQUESTS TO ACCESS A BLOCKED SITE

The committee will consider requests from users who wish to use a blocked site for bona fide

research or other lawful purposes. The committee will make recommendation to the

Superintendent regarding approval or disapproval for the requested use.

SYSTEM ACCESSAccess to the District's electronic communications system will be governed as follows:

1. Students in all grades will be granted access to the District's system as appropriate.Students may be assigned individual accounts.

2. As appropriate and with the approval of the immediate supervisor, District employeeswill be granted access to the District's system.

3. A teacher may apply for a class account and in doing so will be ultimately responsible foruse of the account.

4. Any system user identified as a security risk or as having violated District and/or campuscomputer use guidelines may be denied access to the District's system.

5.

All users will be required to sign a user agreement annually.

ASSISTANT SUPERINTENDENT FOR TECHNOLOGY RESPONSIBILITIES

The Assistant Superintendent for Technology will:1. Be responsible for disseminating and enforcing applicable District policies and

acceptable use guidelines for the District's system.

2. Ensure that all users of the District's system complete and sign annually an agreement toabide by District policies and administrative regulations regarding such use. All such

agreements will be maintained on file in the principal's or supervisor's office.

3. Ensure that employees supervising students who use the District's system provide trainingemphasizing the appropriate use of this resource.

4. Ensure that all software loaded on computers in the District is consistent with Districtstandards and is properly licensed.

5. Be authorized to monitor or examine all system activities, including electronic mailtransmissions, as deemed appropriate to ensure student safety on-line and proper use of

the system.

6. Be authorized to disable a filtering device on the system for bona fide research or anotherlawful purpose, with approval from the Superintendent.

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INTERNET SAFETY AND ACCEPTABLE USE FOR EMPLOYEES

7. Be authorized to establish a retention schedule for messages on any electronic bulletinboard and to remove messages posted locally that are deemed to be inappropriate.8. Set limits for data storage within the District's system, as needed.

INDIVIDUAL USER RESPONSIBILITIES

The following standards will apply to all users of the District's electronic information/

communications systems:

1. The individual in whose name a system account is issued will be responsible at all timesfor its proper use.

2. The system may not be used for illegal purposes, in support of illegal activities, or for anyother activity prohibited by District policy or guidelines.

3.

System users may not disable, or attempt to disable, a filtering device on the District'selectronic communications system.


5. System users may not use another person's system account without written permissionfrom the campus or district administrator as appropriate.

6. Students may not distribute personal information about themselves or others by means ofthe electronic communications system unless instructed to do so by an administrator,

counselor, librarian or teacher for instructional purposes. This includes, but is not limited

to, personal addresses and telephone numbers.7. Students should never make appointments to meet people whom they meet online and

should report to a teacher or administrator if they receive any request for such a meeting.

8. System users may not use the network for financial or commercial gain, advertising orpolitical lobbying.

9. System users must purge electronic mail in accordance with established retentionguidelines.

10.System users may not redistribute copyrighted programs or data except with the writtenpermission of the copyright holder or designee. Such permission must be specified in the

document or must be obtained directly from the copyright holder or designee in

accordance with applicable copyright laws, District policy, and administrativeregulations.

11.System users should avoid actions that are likely to increase the risk of introducingviruses to the system, such as opening email messages from unknown senders and

loading data from unprotected computers.12.System users may not send or post messages that are abusive, obscene, pornographic,

sexually oriented, threatening, harassing, damaging to another's reputation, or illegal.

13.System users may not purposefully access materials that are abusive, obscene,pornographic, sexually oriented, threatening, harassing, damaging to another's reputation,

or illegal.

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INTERNET SAFETY AND ACCEPTABLE USE FOR EMPLOYEES

14.System users should be mindful that use of school-related electronic mail addresses mightcause some recipients or other readers of that mail to assume they represent the District

or school, whether or not that was the user's intention.

15.System users may not waste District resources related to the electronic communicationssystem.

16.System users may not gain unauthorized access to resources or information.17.Students who identify or know about a security problem are expected to convey the

details to a teacher without revealing the information to other students.

VANDALISM

Any malicious attempt to harm or destroy District equipment or data or the data of another user

of the District's system or of any of the agencies or other networks that are connected to theInternet is prohibited. Deliberate attempts to degrade or disrupt system performance are




consequences.

FORGERY PROHIBITED

Forgery or attempted forgery of electronic mail messages is prohibited. Attempts to read, delete,copy, or modify the electronic mail of other system users, deliberate interference with the abilityof other system users to send/receive electronic mail, or the use of another person's user ID


INFORMATION CONTENT / THIRD-PARTY SUPPLIED INFORMATION

System users and parents of students with access to the District's system should be aware that,

despite the District's use of technology protection measures as required by law, use of the system

may provide access to other electronic communications systems in the global electronic networkthat may contain inaccurate and/or objectionable material.

A student who gains access to such material is expected to discontinue the access as quickly aspossible and to report the incident to the supervising teacher.

A student knowingly bringing prohibited materials into the school's electronic environment will

be subject to suspension of access and/or revocation of privileges on the District's system and

will be subject to disciplinary action in accordance with the Student Code of Conduct.

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INTERNET SAFETY


An employee knowingly bringing prohibited materials into the school's electronic environment

will be subject to disciplinary action in accordance with District policies. [See DH]

DISTRICT WEB SITE

The District will maintain a District Web site for the purpose of informing employees, students,

parents, and members of the community of District programs, policies, and practices. Requestsfor publication of information on the District Web site must be directed to the designated

Webmaster. The District Webmaster will establish guidelines for the development and format of

Web pages controlled by the District. No personally identifiable information regarding a studentwill be published on a Web site controlled by the District without written permission from the

student's parent. No commercial advertising will be permitted on a Web site controlled by the

District.

SCHOOL OR CLASS WEB PAGESSchools or classes may publish and link to the District's site Web pages that present information

about the school or class activities, subject to approval from the Webmaster. The campusprincipal will designate the staff member responsible for managing the campus's Web page under

the supervision of the District's Webmaster. Teachers will be responsible for compliance with

District guidelines in maintaining their class Web pages. Any links from a school or class Webpage to sites outside the District's computer system must receive approval from the District

Webmaster.

EXTRA-CURRICULAR ORGANIZATION WEB PAGES

With the approval of the District Webmaster, extracurricular organizations may establish Webpages linked to a campus or District Web site; however, all material presented on the Web page

must relate specifically to organization activities and include only student-produced material.

The sponsor of the organization will be responsible for compliance with District guidelines for

maintaining the Web page. Web pages of extracurricular organizations must include thefollowing notice: "This is a student extracurricular organization Web page. Opinions expressed

on this page shall not be attributed to the District." Any links from the Web page of an

extracurricular organization to sites outside the District's computer system must receive approvalfrom the District Webmaster.

NETWORK ETIQUETTE



2. Use appropriate language; swearing, vulgarity, ethnic or racial slurs, and any otherinflammatory language are prohibited.

3. Pretending to be someone else when sending/receiving messages is prohibited.4. Transmitting obscene messages or pictures is prohibited.

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INTERNET SAFETY


5. Be considerate when sending attachments with e-mail by considering whether a filemay be too large to be accommodated by the recipient's system or may be in a format

unreadable by the recipient.6. Using the network in such a way that would disrupt the use of the network by otherusers is prohibited.

TERMINATION / REVOCATION OF SYSTEM USER ACCOUNT

Termination of an employees or a student's access for violation of District policies orregulations will be effective on the date the principal or District administrator receives notice of

student withdrawal or of revocation of system privileges, or on a future date if so specified in the

notice.

DISCLAIMER

The District's system is provided on an "as is, as available" basis. The District does not make anywarranties, whether express or implied, including, without limitation, those of merchantabilityand fitness for a particular purpose with respect to any services provided by the system and any

information or software contained therein. The District does not warrant that the functions or

services performed by, or that the information or software contained on the system will meet thesystem user's requirements, or that the system will be uninterrupted or error free, or that defects

will be corrected.

Opinions, advice, services, and all other information expressed by system users, information

providers, service providers, or other third-party individuals in the system are those of the


The District will cooperate fully with local, state, or federal officials in any investigation

concerning or relating to misuse of the District's electronic communications system.

Blocking Internet Content

When a teacher needs a specific web resource for a valid instructional purpose, but the content isblocked by the AISD filter, the teacher should work with the CTM to submit a help ticket. If

students or teachers encounter content that is inappropriate, a help ticket should be submitted to

identify the resource to personnel in the Networking Department.

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INTERNET SAFETY AND ACCEPTABLE USE GUIDELINES FOR SUBSTITUTES

Access to the Districts electronic communications systems, including the Internet, shall only beavailable to substitutes with the building principals permission and strictly for instructional and

administrative purposes and in accordance with administrative regulations and approval.

Anyone using a District computer will be required to adhere to all District policies and to

Internet Safety and Acceptable Use Guidelinesin order to be granted access to Districttechnology resources.

Access to the Districts electronic communications system is a privilege, not a right. All usersshall be required to acknowledge receipt and understanding of administrative regulations

governing use of the system and shall agree in writing to allow monitoring of their use and

compliance with such regulations and guidelines.

Noncompliance may result in suspension of access or termination of privileges and other

disciplinary action consistent with District policies.

Electronic mail transmissions and other use of the electronic communications system are not

private and may be monitored at any time by designated District staff to ensure appropriate use.

The categories of material considered inappropriate and to which access will be blocked will

include, but not be limited to: nudity/pornography; images or descriptions of sexual acts;

promotion of violence, illegal use of weapons, drug use, discrimination, or participation in hate

groups; instructions for performing criminal acts (e.g., bomb making); and online gambling.

INDIVIDUAL USER RESPONSIBILITIES

The following standards will apply to all users of the District's electronic information/communications systems:

1. The system may not be used for illegal purposes, in support of illegal activities, or for anyother activity prohibited by District policy or guidelines.

2. System users may not disable, or attempt to disable, a filtering device on the District'selectronic communications system.


4. System users may not use another person's system account without written permissionfrom the campus or district administrator as appropriate.

5. System users may not use the network for financial or commercial gain, advertising orpolitical lobbying.

6. System users may not redistribute copyrighted programs or data except with the writtenpermission of the copyright holder or designee. Such permission must be specified in the

document or must be obtained directly from the copyright holder or designee in

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INTERNET SAFETY

AND ACCEPTABLE USE FOR SUBSTITUTES

accordance with applicable copyright laws, District policy, and administrative

regulations.

7.

System users should avoid actions that are likely to increase the risk of introducingviruses to the system, such as opening email messages from unknown senders and

loading data from unprotected computers.

8. System users may not send or post messages that are abusive, obscene, pornographic,sexually oriented, threatening, harassing, damaging to another's reputation, or illegal.

9. System users may not purposefully access materials that are abusive, obscene,pornographic, sexually oriented, threatening, harassing, damaging to another's reputation,or illegal.

10.System users should be mindful that use of school-related electronic mail addresses mightcause some recipients or other readers of that mail to assume they represent the District

or school, whether or not that was the user's intention.

11.System users may not waste District resources related to the electronic communicationssystem.

12.System users may not gain unauthorized access to resources or information.VANDALISM

Any malicious attempt to harm or destroy District equipment or data or the data of another user

of the District's system or of any of the agencies or other networks that are connected to theInternet is prohibited. Deliberate attempts to degrade or disrupt system performance are




consequences.

FORGERY PROHIBITED

Forgery or attempted forgery of electronic mail messages is prohibited. Attempts to read, delete,

copy, or modify the electronic mail of other system users, deliberate interference with the abilityof other system users to send/receive electronic mail, or the use of another person's user ID


NETWORK ETIQUETTE



2. Use appropriate language; swearing, vulgarity, ethnic or racial slurs, and any otherinflammatory language are prohibited.

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INTERNET SAFETY

AND ACCEPTABLE USE FOR SUBSTITUTES

3. Pretending to be someone else when sending/receiving messagesis prohibited.4. Transmitting obscene messages or pictures is prohibited.5.

Be considerate when sending attachments with e-mail by considering whether a filemay be too large to be accommodated by the recipient's system or may be in a formatunreadable by the recipient.

6. Using the network in such a way that would disrupt the use of the network by otherusers is prohibited.

DISCLAIMER

The District's system is provided on an "as is, as available" basis. The District does not make any

warranties, whether express or implied, including, without limitation, those of merchantabilityand fitness for a particular purpose with respect to any services provided by the system and any

information or software contained therein. The District does not warrant that the functions or

services performed by, or that the information or software contained on the system will meet thesystem user's requirements, or that the system will be uninterrupted or error free, or that defectswill be corrected.

Opinions, advice, services, and all other information expressed by system users, information

providers, service providers, or other third-party individuals in the system are those of the


The District will cooperate fully with local, state, or federal officials in any investigationconcerning or relating to misuse of the District's electronic communications system.

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COPYRIGHT AND THE INTERNET The Internet is a powerful tool for research but requires thoughtful attention to the issues of

copyright and ethics. Anyone who creates and publishes information (text, graphics, icons,photographs, sounds, video, email messages, postings to newsgroups) owns the copyright to

that material. The copyright owner possesses the rights to copy, distribute, adapt, perform,

display, transfer ownership, rent or lend the creative work. No visible notice of copyright isrequired for an item to be protected.

By publishing information on the Internet, a copyright owner allows others to viewthe material.

Publishing on the Internet does not permit others to copy, download, distribute, edit, display,

transfer, rent or lend the material. A copyright holder may, of course, contribute items to the

public domain or intentionally permit their use.

Fair UseThe Copyright Act of 1976 includes an exemption to copyright law calledfair use. In an effort topromote free speech, learning, scholarly research and open discussion, the exemption limits the

exclusive rights of the copyright holder. Under the Act, educators may use portions of

copyrighted material if the purpose and character of the use is educational in nature, previouslypublished, not a substantial part of the entire work and if marketability is not impaired. Before a

claim of fair use can be considered valid, the following four conditions must be analyzed. The

fourth condition is considered especially important.

1. The purpose of the useIs the use for non-profit educational purposes? Displaying a web page or making a

transparency for the purposes of teaching a lesson at a public school would be looked uponfavorably, but the remaining fair use conditions must also be considered.

2. The nature of the useWhat type of material is going to be used? Factual material has little protection of copyright.

Highly creative material (artwork, videos, web pages) is much more protected.

3. The amount of material copiedHow much of the materials are you going to use? (See the section of this document related to

portion limitations.)

4.

The effect of the use on the market for the workWhat effect would your type of use have if everyone made similar use of the material? If

everyone were to download the entire web page, for example, the advertisements would notbe seen and the sites sponsor might be deprived of revenue. If revenue is based on the

number of visits or hits to a website, downloading or copying items might reduce revenue.

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COPYRIGHT AND THE INTERNET

EmailThe author of an email message owns the content of that message. The recipient should not copy,forward or distribute the message without consent of the original author. One of the critical

questions asked in determining if a copyrighted work qualifies for fair use is, Has the work been

published? Typically, private email has not been published so is not considered fair use.

Newsgroup and Discussion List InformationOnce a work has been published, there is more latitude to use portions within the fair use

exemption. You can probably copy a few sentences or paragraphs of a newsgroup or discussion

list posting since it was published, as long as you arent going to use it to generate income. Youcan probably repost an article or message to another newsgroup unless the original author forbids

it. It is always best to ask permission to repost.

Web PagesMaterial published on the web and located shortly before it is needed (perhaps a week before

since most webmasters can be reached via email) can be used for a single lesson. Repeat usealways requires permission, whether in the same semester or in subsequent semesters. Teachers

may not keep copies or originals of works created by students when those works incorporate

materials from the Internet. The copies made from the Internet must reside with the students.

Portion Limitations for Educational Multimedia ProjectsPortion limitations mean the amount of a copyrighted work that can reasonably be used ineducational multimedia projects regardless of the original medium from which the copyrighted

works are taken. These limits apply cumulatively to each educator's or student's multimedia

project(s) for the same academic semester, cycle or term. All students should be instructed aboutthe reasons for copyright protection and the need to follow these guidelines. Each project should

comply with the portion limitations listed below. These limitations were prepared by the

Educational Multimedia Fair Use Guidelines Development Committeeand are available fromwww.utsystem.edu/OGC/IntellectualProperty/ccmcguid.htm.

Motion Media(film, video, television). Up to 10% or 3 minutes, whichever is less.

Text Material(plays, poetry, prose, etc.). Up to 10% or 1000 words, whichever is less,of a copyrighted work consisting of text material may be reproduced or otherwise

incorporated as part of a multimedia project. An entire poem of less than 250 words maybe used, but no more than three poems by one poet, or five poems by different poets from

any anthology may be used. For poems of greater length, 250 words may be used but nomore than three excerpts by a poet, or five excerpts by different poets from a single

anthology may be used.

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Music, Lyrics, and Music Video. Up to 10%, but in no event more than 30 seconds, of

the music and lyrics from an individual musical work (or combined from separate

extracts from an individual work), whether the musical work is embodied in copies, oraudio or audiovisual works, may be reproduced or otherwise incorporated as a part of a

multimedia project. Any alterations to a musical work shall not change the basic melody

or the fundamental character of the work.

Illustrations and Photographs(including cartoons). The reproduction or incorporation

of photographs and illustrations is more difficult to define with regard to fair use becausefair use usually precludes the use of an entire work. Under these guidelines a photograph

or illustration may be used in its entirety but no more than 5 images by an artist or

photographer may be reproduced or otherwise incorporated as part of an educational

multimedia project. When using photographs and illustrations from a published collective

work, not more than 10% or 15 images, whichever is less, may be reproduced orotherwise incorporated as part of an educational multimedia project.

Numerical Data Sets (computer spreadsheets or databases).Up to 10% or 2500 fields or

cell entries, whichever is less, from a copyrighted database or data table may be

reproduced or otherwise incorporated as part of an educational multimedia project.

Citing Internet ResourcesBelow are examples of formats that students might use to cite electronic resources.

Email

FormatAuthor of email message. Subject line of the message. [Online] Available email:

[email protected] from [email protected], date of document or download.

Example

Simmons, Brent. How Copyright Laws Apply to Student Fair Use. [Online] Available

Email: [email protected] from [email protected], May 3, 2001.

Web Sites

FormatAuthor. Title of Item. [Online] Available http://address/filename, date of document or

download.

ExampleUnknown. Health and Safety Tips. [Online] Available

http://www.redcross.org/tips/july/julytip98.html, November 1, 1998.

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Images

FormatDescription or title of image. [Online Image] Available http://address/filename, date of

document or download.

ExampleThe Eyes of Mona Lisa. [Online Image] Availablehttp://mistral.culture.fr/louvre/anglais/musee/collec/peinture.htm, July 18, 1998.

Online Sounds

FormatDescription or title of sound. [Online Sound] Available http://address/filename, date of

document or download.

ExampleDr. Bob Ballard Talks about the Purpose of the Jason Project. [Online Sound] Availablehttp://www.jason.org/jason.html, October 2, 1998.

Online Video Clips

FormatDescription or title of video clip. [Online Video Clip] Available http://address/filename,

date of document or download.

ExampleOld Faithful Erupting. [Online Video Clip] Available

http://fp2.in-tch.com/www.yellowstone.org/summer.htm, October 2, 1998.

More information about copyright law and fair use guidelines is available from:http://www.loc.gov/copyright

http://fairuse.stanford.edu

http://www.library.yale.edu/~okerson/copyproj.htmlhttp://www.utsystem.edu/ogc/intellectualproperty/cprtindx.htm#top

http://www.ifla.org/II/cpyright.htm

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KEYBOARDING: DISTRICT GUIDELINES Guiding PrinciplesTechnology skills are best acquired when instruction and practice are integrated with meaningful

curricular activities. There are, however, some basic skills that initially merit separate attention

and practice. Use of the computer keyboard is one of those skills.

To attain a functional level of keyboard use and to avoid forming habits that become extremely

difficult to break, students should be exposed to correct keyboarding techniques at an early age.Since the acquisition of skill is an ongoing process, instruction should be offered at every grade

level. Students should consistently improve speed and accuracy by applying keyboarding skills

in all subject areas.

Opportunities for regular practice should be provided to allow students to attain and maintain

speed and accuracy. Practice is most effective when sessions are brief but frequent. Four sessionsper week of 20 minutes each, for example, have proven much more effective than two sessionsof 45 minutes each. Frequent practice periods in a concentrated number of weeks have proven

more effective than spreading practice over several months. Teachers and administrators are

encouraged to consider these results when allocating equipment and computer time.

Students gain keyboarding skills much more effectively when the teacher is actively engaged in

delivering instruction and monitoring progress. Keyboarding software is best used for assessing

speed and accuracy, and for providing extra practice, not for teaching students to keyboard.

It is not necessary to practice keyboarding on a computer with a fast processor, a large amount of

memory, and multimedia capabilities. Keyboarding practice is a great use of older computers orof specialized hardware with limited operating systems.

To provide consistency throughout the district, elementary campuses should use the followingschedule. After completion of the defined cycle, keyboarding skills should be reinforced in brief

but frequent sessions throughout the school year as curriculum-based, word processing activities

are completed.

Grade Levels Frequency of Practice Sessions Duration of Practice

1 and 2 10 minute segments before each lesson in the lab 2nd

semester

3 and 4 20 minutes per day, 4 days per week 4 weeks (weeks 6-9)

5 and 6 20 minutes per day, 4 days per week 3 weeks (weeks 3-5)

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KEYBOARDING: DISTRICT GUIDELINES

Keyboarding speed should be slightly faster than handwriting speed at a given grade level. The

following skills and grade level expectations were derived from research and from the

Technology Applications TEKS.

Kindergarten - Grade 1 No speed requirements Attention to correct hand and body positions, location of keys, smooth and rhythmic

keystroke patterns as grade-level appropriate

Students operate alphabetic, numeric, punctuation, and symbol keys as grade-levelappropriate

Students produce documents at the keyboard, proofread, and correct errors as grade-level appropriate

Students use language skills including capitalization, punctuation, and spelling asgrade-level appropriate

Grade 2 5 Words per Minute (WPM) at 80-100% accuracy Attention to correct hand and body positions, location of keys, smooth and rhythmic

keystroke patterns as grade-level appropriate

Students operate alphabetic, numeric, punctuation, and symbol keys as grade-levelappropriate

Students produce documents at the keyboard, proofread, and correct errors as grade-level appropriate

Students use language skills including capitalization, punctuation, and spelling asgrade-level appropriate

Grade 3 Keyboarding practice in a structured program should begin at grade 3. 15 WPM at 80-100% accuracy Frequent practice for short periods of time over a concentrated number of weeks (i.e.,

20 minutes per day, 4 days per week for 4 weeks)

Students use proper keyboarding techniques such as correct hand and body positionsand smooth and rhythmic keystroke patterns

Students demonstrate touch keyboarding techniques for operating the alphabetic,numeric, punctuation, and symbol keys as grade-level appropriate

Students produce documents at the keyboard, proofread, and correct errors Students use language skills including capitalization, punctuation, spelling, word

division, and use of numbers and symbols as grade-level appropriate

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KEYBOARDING: DISTRICT GUIDELINES

Grade 4 20 WPM at 80-100% accuracy Frequent practice for short periods of time over a concentrated number of weeks (i.e.,



Students demonstrate touch-keyboarding techniques for operating the alphabetic,numeric, punctuation, and symbol keys as grade-level appropriate



Grade 5 25 WPM at 80-100% accuracy Frequent practice for short periods of time over a concentrated number of weeks (i.e.,



Students demonstrate touch keyboarding techniques for operating the alphabetic,numeric, punctuation, and symbol keys as grade-level appropriate



Grades 6 - 8 5 WPM per grade level at 80-100% accuracy (grade 6 = 30 WPM, grade 7 = 35WPM, grade 8 = 40 WPM) Frequent practice for short periods of time over a concentrated number of weeks Demonstrate keyboarding proficiency in technique and posture while building speed Use digital keyboarding standards for data input such as one space after punctuation,

the use of em/en dashes, and smart quotation marks

Plan, create, and edit documents created with a word processor Integrate the use of the word processor into multiple curricular areas

Grades 9 - 12 50 WPM at 80-100% accuracy Frequent practice for short periods of time over a concentrated number of weeks Demonstrate keyboarding proficiency in technique and posture while building speed Use digital keyboarding standards in word processing such as one space after

punctuation, the use of em/en dashes, and smart quotation marks

Plan, create, and edit documents created with a word processor Integrate the use of the word processor into multiple curricular areas

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COMPUTERLABSLessons conducted in computer labs or with mobile labs should have a meaningful curricular

purpose and should be correlated to both Technology Applications and subject-area TEKS.

Teachers should be actively involved in delivering instruction and in monitoring student

behavior and progress throughout the lesson.

A projector should be used to demonstrate lesson content and all students should be able to

view the content on a large screen.

Computer labs should not be used as free-choice opportunities for students or viewed as an

opportunity for the teacher to grade papers or make telephone calls.

Teachersare required to provide instruction in computer labs. It is not the role of the CampusTechnology Manager (CTM) or LAN Tech to deliver instruction or to supervise students.

The role of CTMs and LAN Techs is to provide technicalassistance including thepreparation of computer labs before classes and technical troubleshooting as needed.

Most CTMs and LAN Techs service technology equipment throughout an entire campus andtherefore spend a great deal of time away from labs. Because of this situation, it is important

for teachers to communicate any need for lab assistance well in advance of class time.

If assistance is needed with instructionalissues (planning lessons, integrating technology and

curriculum, identifying or locating appropriate software or online resources), the teachershould request help from a Campus Technology Trainer or a District Instructional

Technology Specialist.

Teachers who need instructional technology assistance should make arrangements to get helpduring trainers conference times or after school. Campus Technology Trainers are full-time

teachers themselves and should not be expected to stop or interrupt their own classes.

Consideration should always be given to the class that will use the lab in the next time

period. Teachers should monitor students carefully to see that they handle computers

properly, exit or quit programs correctly, take personal belongings (worksheets, pencils,printouts) with them, and leave computers and labs ready for the next group of students.

Elementary students are expected to participate in computer lab activities two times eachweek. Lessons for grades K-2 should be approximately 30 minutes in length. Lessons forgrades 3-6 should be approximately 45 minutes in length. See the section of this handbook

titled Keyboarding: District Guidelinesfor recommendations regarding the frequency and

duration of keyboarding instruction for elementary students.

Students should never be sent to computer labs unless supervised by a teacher.

Elementary schools should not use computer labs in the P.E./Music rotation.

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VIDEOCONFERENCING

AISDs videoconferencing equipment has been configured for optimal performance. Please

do not disconnect or make adjustments to the equipment. If there are problems or concerns,

please contact the Help Desk or the Distance Learning Specialist.

Lessons conducted via videoconferencing should have a meaningful curricular purpose and

should be correlated to Technology Applications and subject-area TEKS. Teachers should be

actively involved in delivering instruction, facilitating learning and monitoring student

behavior throughout the sessions.

Videoconferencing equipment should be used for students to actively participate in distance

learning events.

Before using videoconferencing equipment, teachers should receive training to become

informed about the equipment. If a situation arisespriorto training, the teacher shouldcontact the Help Desk or request assistance from the District Distance Learning Specialist.

Teachers should be familiar with distance learning etiquette and should review procedureswith students beforeparticipating in a videoconference.

If assistance is needed with identifying, locating or scheduling appropriate events or

collaborations, the teacher should contact the Help Desk or the Distance Learning Specialist.

Teachers should be aware of students whose parents did not sign the publicity release form in

the Student Handbook. Since events are often recorded, a release form should be on file.

The role of CTMs and LAN Techs is to provide technical assistancebefore classes and

technical troubleshooting as needed.

Videoconferencing equipment must be shared among all teachers, and the Distance Learning

Specialist must coordinate events with ESC 11. It is important to reserve the equipment with

appropriate building personnel and communicate the date/time of a videoconference with theDistrict Distance Learning Specialist well in advance of the event.

The teacher should notify the District Distance Learning Specialist at least 48 hours in

advance if it becomes necessary to cancel a scheduled videoconference.Failing to comply

with this guideline may result in a financial loss. Content providers, for example, may haveprepared the session and refused other requests for the applicable time slot. The District maybe required to pay fees as outlined in the original contract or agreement.

Students should never participate in a videoconference unsupervised. Teachers should

monitor students to see that they handle equipment properly. Consideration should be givento the class that will use the equipment next.

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SOFTWARE AND ONLINE RESOURCES: SELECTING AND INSTALLING Implementation of Technology Applications TEKS requires that tools such as computers,

printers, projection devices, digital cameras, and online resources become pervasive in

classrooms, and that teachers and students become proficient at using technology formeaningful curricular tasks. The best method of assuring progress is for students to use

productivity software to accomplish specific lesson objectives. Examples of excellentproductivity software include Microsoft Word, Excel, PowerPoint, Producer, Inspiration,

Kidspiration, iMovie, KidPix, TimeLiner, Graph Club, Neighborhood Map.

It is not the role or intent of the Instructional Technology Department to approve ordisapprove specific software purchases. The responsibility of ITD is to facilitate the preview

process, communicate with vendors and appropriate personnel, summarize and communicate

results, and assist personnel in using software that has been purchased.

Technology makes it easy for students to login, take a pretest, receive prescribed lessons, andview resulting reports. The technical capabilities of such management programs areimpressive and the software is very convenient for teachers since little instructional planning

is required. However, this type of software typically provides assessment rather than

instruction and lends itself to poor instructional practices (i.e., students going to a computer

lab, logging in, working on whatever content the software generates, with little teacherinvolvement and little correlation to a specific lesson objective). The result is additional

practice in answering multiple-choice questions rather than significant improvement in

student understanding. Once purchased, management software often becomes thepredominant curriculum in a computer lab even though its use does not result in mastery of

Technology Applications TEKS.

Publishers and vendors often provide examples of districts or campuses with significant gains

in test scores after using their products. Scientific researchers who view those results oftenidentify flaws in research methods and report little evidence that the software caused the

gains. It is best if research regarding the impact of software on student achievement is

conducted by qualified, third-party sources that are not in a position to benefit financiallyfrom sales of the applicable product.

Before software or online resources are purchased for districtwide use, a Technology

Resources Preview Committeestudies the materials and provides input. Several campusesshould be represented in the preview process. District subject-area coordinators and

technology specialists must also be included.

When the groups recommendations are finalized, the district subject-area coordinator

submits purchasing requests to the Assistant Superintendent for Technology and the

Executive Director of Elementary and/or Secondary Instruction. Documentation such as sign-in sheets from preview sessions, individual feedback forms, system requirements and price

quotes should be maintained and provided with the purchasing request.

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SELECTING AND INSTALLING

Issues considered include but are not limited to:

At a minimum the preview team should include teachers, district subject-area

coordinators and district technology department personnel.

Technology resources must support subject-area and technology applications TEKS as

well as AISD curriculum initiatives and objectives.

Consideration should be given to whether the District already owns software that can beused to accomplish the same tasks.

Technical requirements (operating system, standalone vs. network versions, processor

speed, hard drive space, memory, monitor resolution, colors, sound cards, microphones,CD or DVD drives, ongoing fees for upgrades or licensing, ongoing support required)

must be carefully studied and considered.

If resources are purchased with district funds, CTMs and/or LAN Techs store and manage

the inventory. If CDs are required to run a program, the CDs will be temporarily checked out

to the teacher, then returned to the CTM or LAN Tech for inventory purposes.

Several recent textbook adoptions included software, and in some instances, the software was

shipped directly to classroom teachers. The question then became whether the software could

be installed on classroom computers and who was authorized to install it. Teachers are free toinstall such software on classroom computers or to request help from a CTM if needed. The

installation process must include reading and complying with applicable license agreements.

Teachers make decisions about the appropriateness of instructional materials on a daily basis.

Whether the format is print or electronic media, the important issues are whether materials

serve a meaningful instructional purpose and support the curriculum, including the TEKS, forthe particular grade level or subject area involved. If a teacher personally owns legal software

that meets the above criteria, he/she can install it on classroom computers. Installation must

be in compliance with the number of licenses owned. If the teacher, for example, owns onecopy or license, the software can be installed on one computer. The teacher must store the

original software at school so that the legality of the license can be verified at any time. The

teacher should understand that district personnel (campus technology trainers, CTMs, LAN

Techs, district technicians) should not be expected to invest time installing, learning ortroubleshooting software purchased by the teacher.

When persistent technical problems exist on a district-owned computer, the machine is re-imagedmeaning that the hard drive is completely erased and the original software and

settings provided by the district are restored. Any custom software or settings are lost and

must be reset, if needed, by the teacher who originated them.

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CAMPUSTECHNOLOGY TRAINERSWhy does the AISD use campus-based technology trainers?

In September of 1998 Texas implemented K-12 Technology Applications TEKS, whichfocus on the teaching and learning of technology skills.

The TEKS for every subject area (language arts, math, social studies, science) addresstechnology skills that must be taught by the classroom teacher.

All teachers are expected to master standards I-V of the Technology ApplicationsStandards, which were developed by the Texas Education Agency and the State Board forEducator Certification (SBEC). Teacher Technology Competencies Certification (TTCC)assesses the mastery of these standards.

Texas Education Code, Chapter 21, Subchapter J, Section 21. 451 states that staffdevelopment must include technology and must be predominantly campus-based.

A report to the 75th Texas Legislature from the State Board of Education gives short-term, mid-term, and long-term goals of the Long-Range Plan for Technology for 1996-2010. This report and updates to the plan reference many technology competencies forteachers, including a long-term goal to incorporate technology use into the teacherappraisal system.

Research has proven that the best training a teacher can receive is from another teacher.Therefore, a trainer of trainers model for campus technology trainers was implemented in thespring of l997 and will continue, with minor modifications, into the current school year.

How are campus trainers selected?Any certified teacher assigned to a campus may apply to become a technology trainer.Campus principals submit names of recommended trainers to the Instructional TechnologyDepartment. The department assists in this process if a principal requests such assistance.The following suggestions have been given to principals to assist them in the selection oftrainers:

A certified teacher with a minimum of three years teaching experience in AISD One who is currently teaching students in the classroom One who regularly integrates technology into the curriculum

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CAMPUS TECHNOLOGY TRAINERS

On the elementary level, a classroom teacher who is familiar with the scope and sequenceof all core subject curricula PreK-6

On the secondary level, a content area teacher who is familiar with the curricula formultiple subject areas

One who is comfortable with technology though not necessarily a computer whiz One who is respected by the faculty One who can attend training classes during the summer One who is willing to complete TTCC certification during their first year of service

as a trainer.

What do trainers learn?Training topics include district policies and procedures, general computer knowledge andskills, job-related productivity tools, telecommunications, multimedia and web authoring.Equipment used includes Macintosh and PC computers, mobile labs, interactive learning andassessment systems, scanners, and digital cameras.

How many trainers can each campus have?Kooken, the Newcomer Center, Turning Point Elementary, Turning Point Junior High,Turning Point High School and Venture School have one technology trainer each. Eachelementary school is eligible for three trainers; junior high campuses are eligible for twotrainers. Comprehensive high schools are eligible for four trainers.

What compensation is available?The Department of Instructional Technology will pay for substitute teachers as needed duringthe training program. After successful completion of the requirements to become a CampusTechnology Trainer, trainers receive a $750 stipend and are paid $25 per hour for presentingtechnology sessions after school (restrictions apply). The amount of funds available to

campuses is communicated to principals on an annual basis. Trainers must submit PaymentAuthorization forms and sign-in sheets to the Department of Instructional Technology within60 days of the date that services were rendered in order to receive payment. Remuneration insubsequent years will depend on being selected as a campus trainer, completing continuingcertification requirements (attending and presenting additional staff development, assistingteachers) and future budget approval.

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CAMPUS TECHNOLOGY TRAINERS

What does the District expect campus trainers to do?

Complete an initial series (typically six days) of training to become a trainer. Complete annual requirements (typically one day per semester) to remain a certified

trainer.

Demonstrate mastery of SBEC Technology Applications Standards I-V by completingTTCC during the first year of service as a trainer.

Work with the campus principal to plan technology training classes. Submit training class information as directed for inclusion in the districts staff

development management system (ERO).

Provide an opportunity for each teacher to attend at least six hours of campus-based staffdevelopment each year including sessions that focus on the integration of technology andcurriculum.

Demonstrate on a regular basis the use of technology in the classroom. Serve as a mentor for teachers who need assistance with instructional technology. Assist in orienting new staff. Continually search for, evaluate, and implement new instructional resources including

software, websites and distance learning opportunities.

Promote a positive, caring climate for all technology learners. Model and effectively communicate district policies, procedures and guidelines. Demonstrate behavior that is professional, ethical, and responsible.

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STAFF DEVELOPMENTOPPORTUNITIES AND REGISTRATION

Employees of the Arlington ISD have numerous opportunities to obtain technology-relatedstaff development. Topics include operating systems; file management; accessing,

integrating, and creating Internet resources; Internet safety and acceptable use; videoconferencing; podcasting; digital cameras; mobile labs; and numerous software applications

such as Microsoft Office, the Macromedia Suite, Photoshop, FileMaker Pro, Acrobat,

iMovie, Inspiration, Classroom Performance Systems (CPS), Qwizdom, GPS devices, SASI,

FirstClass, and Electronic Registrar Online (ERO).

To register and/or view the most current information about technology classes:

1. Launch a browser (Firefox, Safari, Internet Explorer).2. In the Address line enter: https://ero.eschoolsolutions.com3. In the Organization ID field, enter 52002. Click Submit.

4. Enter your AISD employee ID number in the field titled User ID.5. Enter your PIN number in the field titled PIN.6. Click Login.

7. If you are unable to login, contact your Campus Technology Trainer or the StaffDevelopment Office.

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201011InstructionalTechnologyHandbook

TECHNOLOGY DEPARTMENT PERSONNELStevenHarvey,AssistantSuperintendentforTechnologyandTelecommunications6828677314

DepartmentofInstructionalTechnology682.867.7540Sue

McGahee,

Director

CeciliaIvey,Secretary

AnnePearson,Clerk

TonyAmendola,InstructionalTechnologySpecialistSusanAnderson,InstructionalTechnologySpecialist

JanCaywood,InstructionalTechnologyTrainer

KatieFavara,InstructionalTechnologySpecialist

CharleeHagan,InstructionalTechnologyandDistanceLearningSpecialist

JimHolland,InstructionalTechnologySpecialist

GabyKrumm,InstructionalTechnologySpecialist

IcleStone,InstructionalTechnologyTrainer

DeannThompson,

Title

IInstructional

Technology

Specialist

DepartmentofInformationSystems682.867.7370CyndiMorris,Director

AS400

PEIMS(SandyFrederick,Coordinator)

SASI(WendyCarrington,Manager)

DepartmentofNetworkServices682.867.7289LanceMcCutchen,Director

Wide andLocalAreaNetworks

IP

Telephones

Servers

DepartmentofTechnologySupport682.867.7836EdCannady,Director

CTMs,LANTechs

HardwareandSoftwarePurchases,InstallationandSupport

HelpDesk

DepartmentofTelecommunications682.867.7809JimWren,Director

AnalogTelephones

AudioVideo

Support

DistanceLearningEquipmentandSupport

DistrictWebMaster(BruceBarrs)

ImageProcessing/TranscriptServices6828677656JohnKnox,Manager

RecordsManagement6828677685ShirleyLee,RecordsManagementOfficer

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201011InstructionalTechnologyHandbook

InstructionalTechnologyTopicsandContactsAcceleratedReader(AR/STAR) TonyAmendola,CharleeHagan

AdobeAcrobat JanCaywood

Audacity JimHolland,SueMcGahee

Blogs KatieFavara

CampusTechnologyTrainers GabyKrumm,SueMcGahee

ClassroomPerformanceSystems(CPS) JimHolland

CreativeSuite

5Design

Premium

(Dreamweaver,

Fireworks,

Flash)

Katie

Favara

DigitalCameras SusanAnderson,GabyKrumm,DeannThompson

DiscoveryEducationSusanAnderson

VideoConferencing CharleeHagan

ElectronicRegistrarOnline TonyAmendola,JanCaywood,SueMcGahee

FileMakerPro TonyAmendola

FileManagement TonyAmendola,JanCaywood,IcleStone

FirstClassEmail,ConferencesandCalendars JanCaywood,SueMcGahee

FirstClassHomePages CharleeHagan

GoogleEarth SusanAnderson

GraphClub GabyKrumm

iLife

Charlee

Hagan

iMovie CharleeHagan

iWorksCharleeHagan

Inspiration CharleeHagan

iPad,iPod,iPodTouch,iPhone,iTunesTonyAmendola,JimHolland,GabyKrumm,SueMcGahee

Keyboarding GabyKrumm

KidPix GabyKrumm,DeannThompson

Kidspiration TonyAmendola

MacintoshOperatingSystems TonyAmendola,CharleeHagan

MicrosoftOfficeAccess JimHolland

MicrosoftOfficeExcel IcleStone

MicrosoftOfficePowerPoint GabyKrumm

MicrosoftOffice

Publisher

Susan

Anderson

MicrosoftOfficeWord TonyAmendola

MicrosoftProducer JimHolland,KatieFavara,GabyKrumm

MovieMaker SusanAnderson

NeighborhoodMapMachine GabyKrumm,DeannThompson

netTrekkerTonyAmendola,SueMcGahee

ParentPortal MarkMurray

PhotoStory JimHolland,GabyKrumm

PhotoshopElements SusanAnderson

PremiereElementsSueMcGahee

Podcasts JimHolland

PortalsKatie

Favara

STaRChartsInstructionalTechnologySpecialists,SueMcGahee

TEAMSGradebookAllspecialists

TEAMSStudentSystem(professionaldevelopment)JanCaywood,IcleStone

TechnologyGrantsSueMcGahee

TitleITechnology DeannThompson,SueMcGahee

TitleIIDTechnologySueMcGahee

TRIAND DebbieAllison,MarkMurray,TonyAmendola,GabyKrumm

VideoConferencing CharleeHagan

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APPENDIX

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Instructional Technology

Student Proficiencies Kindergarten

Arlington Independent School District Page 1 of 2

The information in parentheses has been added to the original TEKS for clarification purposes.

Six Weeks

Foundations 1 2 3 4 5 6

1A Use technology terminology appropriate to the task (computer,

keyboard, monitor, mouse, mouse button, cursor, open, close, menubar, trash can, hard drive icon, folder, window, slideshow...).

1A Use and understand common tools (eraser, pencil, line, shape

tools, paint bucket, paintbrush...).

1B Start and exit programs.

1B Create, name and save files.

1C Use networking terminology (online, server, spooling to theprinter).

1C Access a networked printer.

2A Use a variety of input devices such as a mouse, keyboard, disk

drive, voice/sound recorders, scanner, digital video, CD-ROM, ortouch screen.

2B Use proper keyboarding techniques such as correct hand and

body positions and smooth and rhythmic keystroke patterns as grade-level appropriate.

2C Demonstrate touch keyboarding techniques for operating the

alphabetic, numeric, punctuation, and symbol keys as grade-level

appropriate.

2C Operate keys needed in instructional applications (space bar,return, shift, option, arrows, caps lock).

2D Use a keyboard to produce documents.

2E Use letters and numbers as grade-level appropriate.

3A Follow Arlington ISD Acceptable Use Guidelines.

3B Adhere to software licensing agreements and respect theelectronic work of other individuals. (Comply with copyright law and

guidelines.)

Information Acquisition

4B Select appropriate strategies to navigate and access information

for research and resource sharing (i.e., click appropriate icon or

graphic to locate information).

5A Acquire information including text, audio, video, and graphics.

5B Use on-line help (i.e., click the help button).6A Determine the success of strategies used to acquire electronicinformation. (Did you find what you needed? Was the information

helpful? How else could you search for the information?)

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Student Proficiencies Kindergarten


Six Weeks

1 2 3 4 5 6

6B Determine the usefulness and appropriateness of electronicinformation. (Does the information support the learning objective? Is

it grade-level appropriate?)Solving Problems

7A Use software programs with audio, video, and graphics toenhance learning experiences.

7B Use word processing to express ideas and solve problems.

7B Use multimedia software (KidPix, HyperStudio, PowerPoint...) toexpress ideas and solve problems.

8A Use communication tools (telephone, email, fax machine) to

participate in group projects.

8B Use electronic tools (software, Internet resources, cameras)

and research skills to build a knowledge base regarding a topic, task,or assignment.

9A Use software features (i.e., feedback provided to students and

multiple levels of difficulty) to evaluate work progress.

9B Use software features, such as previews and storyboards, to

evaluate a final product.

Communication

10A Use font attributes, color, white space, and graphics to ensurethat products are appropriate for the defined audience.

11A Publish information in a variety of media such as printed copy

or monitor display.

11B Publish information in a variety of media such as stored files orvideo.

12A Select representative products to be collected and stored in an

electronic evaluation tool (on a floppy, hard drive, server).

12B Evaluate the product for relevance to the assignment or task.

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Student Proficiencies Grade One


The information in parentheses has been added to the original TEKS for clarification purposes.

Six Weeks

Foundations 1 2 3 4 5 6

1A Use technology terminology appropriate to the task (computer,keyboard, monitor, mouse, mouse button, cursor, open, close, menu

bar, trash can, hard drive icon, folder, window, slideshow...).1A Use and understand common tools (eraser, pencil, line, shapetools, paint bucket, paintbrush...).

1B Start and exit programs.

1B Create, name and save files.

1C Use networking terminology such as online, server, or spoolingto the printer.

1C Access a networked printer.

2A Use a variety of input devices such as a mouse, keyboard, diskdrive, voice/sound recorders, scanner, digital video, CD-ROM, or

touch screen.2B Use proper keyboarding techniques such as correct hand andbody positions and smooth and rhythmic keystroke patterns as grade-level appropriate.

2C Demonstrate touch keyboarding techniques for operating thealphabetic, numeric, punctuation, and symbol keys as grade-levelappropriate.

2C Operate keys needed in instruc

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