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Tom Johnson | ict-design.

org 720026373

Seminar in Educational Change Rie Atagi, Ed.D.

Authentic Tech Connections - Concordian International School


Introduction: Authenticity in technology is required in relation to hardware, software and gadgetry being used by students, teachers, coordinators, administrators, staff and parents. It is the purpose of this plan to meet the technological needs of our school within the IBO curriculum in accordance with the highest authenticity possible while also supporting the Mission Statement of the school. This idea is versus techdriven student learning in discreet matters where curriculum is secondary in capacity. The plan is compartmentalized in explanation. It acts as a template to be further developed by proper individuals and committee members. The understanding that technologies will change and costs are involved is a forefront thought. However, enduring understandings of how technology is changing and how the modus operands of facilitator interaction need to change are the primary thesis of this action plan. To be attainable and accountable, methods of education for primary facilitators need to disseminate to secondary nontech teachers for their consent and usage. Likewise, administrative and parental support needs to be present. In order to attain support, understanding of the philosophy or rationale needs to pervade to the aforementioned parties. The Context Work/Community Context: The school presently has: 411 students (ranging from nursery to grade 11) 6 Admin 51 teachers (1 Tech coordinator/teacher, 1 Tech teacher/support staff) 2 Technology Technicians 16 TAs 5 Library Staff 28 All-school admin 10 Board of Directors 1 School Sponsor The PTA consists of 5 Active Parent Members, 30-40 Dormant Parent Members, and 3 Teachers Concordian International School is a trilingual (Chinese, Thai, English) school, in Bangna, Samut Prakarn, Thailand with this mission statement:

CIS promotes academic excellence while nurturing young people to become moral and intellectual leaders, people of dignity, integrity and compassion, who want to make a difference in the world.
As the technology coordinator and also a practicing technology teacher in the elementary and middle school I have the ability to work alongside teachers; to work discreetly with students in my own technological environment; to work alongside and in conjunction with administration and coordinators; and also I have the efficacy and power to transform, modify and lead technological, curricular and pedagogical change.

Tom Johnson | ict-design.org 720026373

Seminar in Educational Change Rie Atagi, Ed.D.

Literature Review: In this literature review the main points have been given or the articles have been summarized and then commented on. National Education Act B.E. 2542 (1999) o Section 65 Steps shall be taken for personnel development for both producers and users of technologies for education so that they shall have the knowledge, capabilities, and skills required for the production and utilization of appropriate, high-quality, and efficient technologies. o Section 67 The State shall promote research and development: production and refinement of technologies for education; as well as following-up, checking, and evaluating their use to ensure costeffective and appropriate application to the learning process of the Thai people.

These grand ideas will be implemented in this plan, with concise and specific terms adhered herein for further explanation as to how such measures shall be implemented.

IBO Technology Guide o The aims of the teaching and study of technology are to encourage and enable students to: Develop an appreciation of the significance of technology for life, society and the environment Use knowledge, skills and techniques to create products/solutions of appropriate quality Develop problem-solving, critical- and creative-thinking skills through the application of the design cycle Develop respect for others viewpoints and appreciate alternative solutions to problems Use and apply information and communication technology (ICT) effectively as a means to access, process and communicate information, and to solve problems. The overlying structure of the IBO is well-developed, but has been intentionally made loose enough for each school or district to easily work within its confines. Therefore, the plan will do so, keeping in mind that the IBOs rationale is based mostly on UbD / student-based learning principles.

Planning for the 21st Century Technologies o Schools need to have a Course Management System files should no longer only be available at school o Need to have a school portal that is accessed through the main website o Teachers need to have their own websites created either through website programs and FTP or through Web 2.0 products available o Students need a network to create, socialize, and get feedback and criticism from All of the 4 aforementioned need to be integratable, have ubiquitous access, and be able to synchronize with operating systems and gadgetry o Mankatos Hierarchy of Educational Technology Needs Empowered Students Enhanced Teaching Extensive Resources Effective Administration Established Infrastructure The macrostructural ideas of Jeff Utecht and Makato will guide rationalizing of the plan and the steps taken in doing so. Mankatos Hierarchy was used to develop the primary cycle questions of this plan.

Tom Johnson | ict-design.org 720026373

Seminar in Educational Change Rie Atagi, Ed.D.

El Paso o o o o o o

Independent School District Goal 1: To improve teaching and learning through the use of technology. Goal 2: To improve educator preparation and development through the use of technology. Goal 3: To improve administration and support services through the use of technology. Goal 4: To improve infrastructure for technology. Goal 5: To improve community outreach. Goal 6: To evaluate the impact of technology on teaching and learning.

The plan is strategically broken down into subsections which follow the goals. I will emulate this structure in this plan, as it seems like a cohesive and easy to follow outline.

Palos Verdes Peninsula Unified School District Technology Action Plans o PV creates subset action plans with a PROBLEM STATEMENT; GOAL; ACTION PLAN; POLICY ISSUE AND FISCAL IMPACT for each. o Action Plan 1: Student learning supported by Data Driven Decision Making o Action Plan 2: Student learning supported by Comprehensive Staff Development o Action Plan 3: Student learning supported by Collaboration of Teams of Teachers o Action Plan 4: Student learning supported by Evaluation of Student Technology Products o Action Plan 5: Technology Policy: Technology Support Personnel o Action Plan 6: Technology Policy: Equipment Replacement Cycle and Computer Ratios o Action Plan 7: Transforming School to Home Communication While these plans are succinct in nature the sum of its part will be cumulatively restructured in this plan. The questions asked will lead to goals being developed further.

National Staff Development Council o This resource is not a plan but a structure for how to create a plan. o Stakeholders must identify: Activities that would help the district or school to meet its goals; Who should be involved in the activities; Who is responsible for ensuring that the activities are accomplished; and Resources needed to complete the activities o There needs to be formative and summative evaluation o Budgetary needs are an important component This outline states necessary factors to consider. However, this plan will consolidate the two ideas about who is involved and who is responsible. This plan also doesnt account for budgetary needs because our school budget is guided by the philosophy that if we can prove a need for it, it can be paid for or worked into the fiscal responsibilities of the school. We are owned by a multi-billion dollar corporation/sponsor.

Mifflin County School District o Goals are separated into three categories and compartmentalized through GOAL; ACTION; TIMELINE o Category 1: Curriculum and Learning To make staff aware of available technology, provide training on its use ad integrate it into the curriculum Upgrade and expand technology planned course on regular basis Upgrade and expand high school computer curriculum Continue to use and expand distance learning program o Category 2: Administration and Management To monitor the Districts needs for technology in all curriculum areas and make it possible for those needs to be met Combine the Data Processing Department and Technology Department in order to manage and coordinate technology and communications systems district-wide Develop and maintain a District Wide Area Network Automate District Libraries

Tom Johnson | ict-design.org 720026373

Seminar in Educational Change Rie Atagi, Ed.D.

Category 3: Communication and Information Provide improved communication between the technology department and staff Increase community awareness of school district technology Increase partnerships between District and community

The MCSD plan is the most succinct and consolidated plan. While some of the ideas work directly against IBO standards and aims, the plan infrastructure or outline will most influence his plans aesthetic. Science Daily o This article refers to an Action Plan acronymed STEM o Little information is given about the actual plan o It will be governed by the National Science Foundation, based on the request from US Congress o They are actively seeking formative feedback and comments The main point gleaned from this article is that the plan will need to be instated vertically and horizontally. This consideration will permeate this plan. The Research Research Question: How can we make, keep and ensure authentic technology connections are being made within the schooling confines? Report of Cycles of Research: I have used tables like the action plans set out in Palos Verde, El Paso and MCSD school districts. However, the column Further Action is found in none of the other plans. I feel this is a necessary column to provide an initiated response from the results. This Further Action may make it necessary for other addendum Tables being made to attach as addendums to this plan for record of study. Dates, By Whom and Results need to be determined in larger committee settings or with further guidance of administration. At the beginning of each action plan set, references to the School Mission Statement, The National Education Act and the IBO guidelines need to be referred to in order to maintain the integrity of the action set goals. The overarching Main Research Question needs to visibly and constantly be present while further creating and following this plan. This table is a structure that would guide further development of the ongoing plan. It would be used as a template only. Action Taken Assess and Revise Curriculum Assess new, present and dated technologies by need, usefulness, restructuring, deletion, or recycling of Educate Teachers and Administrators Attain Feedback from Students, Teachers and Administrators Date By Whom Result Further Action

NOTE: Each of the above actions would have further developed subset actions which would be determined by the person, group or committee which would be in charge.

Tom Johnson | ict-design.org 720026373

Seminar in Educational Change Rie Atagi, Ed.D.

Cycle Research Questions: What do we want students to learn? o Who is influencing this decision? o How are we being accountable? What are they currently learning? What kind of adjusting is needed? What are the statistics and basis for this analysis? What do teachers need to know? o Who is influencing this decision? o How are we being accountable? How can we baseline assess what teachers know about technology? How do we assess attitudes towards new technologies and their adaptations? How do we assess attitudes towards the use and non-limitation or empowerment of students with new technologies? How do we promote the use of old technologies in new ways, new technologies in old ways and new technologies in new ways? What resources are needed? o What resources do we have? (Hardware, Software, Gadgetry, Professional Development opportunities) o How effective are they? Why or why not? o How do we determine which similar products will be more useful? o What other considerations should we take into account? How do we make it happen?

Hypotheses: I suspect that we, as educators and administers have good intentions about the educational process, especially when it comes to using technology. However, I expect that many factors are inhibiting best practice. For example, training and understanding of technology by non-tech teachers is probably one of the biggest inhibitors. Another probable cumulative factor is time-constraints and amount of curriculum to be taught. I suspect that because technology is changing so fast, most administrators and facilitators of learning are not aware of the tools and resources that are available either at our school presently, or that are currently web-based either for a small fee or free. I suspect many of them would enjoy certain new technologies and new ways, but most will not. I suspect many administrators and facilitators of learning have not thoroughly set aside time to think about technology and what types of resources they would like to have. I further purport that teachers may take what they get, but are not actively seeking ways to improve their teaching through betterment and different means of teaching. I suspect that many teachers or teachers and administrators in general will be leery of new technologies and their usage. I expect to come across 5-10% of teachers who are ready to jump on board with new ways of doing things or new technologies that might be presented to them. I also suspect many teachers and administrators may have fear of new technologies because of a lack of understanding and especially trepidation to look ignorant. I hypothesize that with this plan synergy will occur with administrators, teachers and other people and factors working towards and shaping authentic connections for technology and learning.

Tom Johnson | ict-design.org 720026373

Seminar in Educational Change Rie Atagi, Ed.D.

Evidence used to evaluate the Action: Specific data will be collected for this ongoing plan through these means: Survey results This would be the primary means to find data in this plan. Using web-based surveys that should answer the cycle research questions would be analyzed as explained in the evaluation. Classroom Observations As I am a tech coordinator with allotted time in my schedule, I am personally able to visit all classrooms as necessary to watch classroom practice. Certain teachers are already interested in joint teaching, which would allow me hands-on knowledge of different needs and the opportunity to have a crosscurricular knowledge-base. Notes and possibly video evidence could be taken to help guide the reflection of particular classroom settings. General Dialogue - with teachers and admin can and should occur in casual settings where discussions can take place about the thoughts and ideas of the goals, constraints, measures and hurdles. These should be daily, and notes should be taken and generally collated and consolidated in this plan of action. Meetings and committee discussions - with teachers and admin should formally take place in large, medium and small sized forums which can pose general or specific tasks which will form discussions around the cycle research questions. Like-minded school results comparisons through general discussions, Wiki responses, group email responses and ISTEC committee meetings, which occur 3 times a year. These are meetings of all the heads of technology and technicians of international schools in Thailand and some neighboring countries. Like-minded business results through collaboration and general discussions with for-profit businesses that are using technology for educational means. Searches for similarities of practice in these types of businesses would be on-going. They may prove fundamental in shaping the way our school goes about business as businesses are often using non-traditional educational means that attain different and possibly better results. Non-likeminded school and business results for comparative study It is generally wise to look at what other opposing viewpoints may be to see what types of strategies these institutions may be applying to get certain results, or to see their rationalization for not applying current strategies that we may presently be using. Academic / Library and Web-based results On-going research will be done through traditional means of collecting. Marketing research based upon the findings and results of our marketing department. These results are fundamental in forming and shaping the question, as they demonstrate probable growth and need of the school. For example, the following chart and statistics:
Comparison study of Student Enrollment from 2001 2008 (8 yrs) 2001 2002 Nursery G1 : 75 students 2002 2003 Nursery, G3, G4 (3 classes) : 179 (104) students 2003 2004 Nursery (1 class) : 217 (38) students 2004 2005 Nursery, G7 (2 classes) : 209 (- 8) students 2005 2006 Nursery (1 class) : 248 (39) students 2006 2007 Nursery (1 class) : 291 (43) students 2007 2008 Nursery (1 class) : 361 (70) students 2008 to date Nursery (1 class) 411 (50) students

Tom Johnson | ict-design.org 720026373

Seminar in Educational Change Rie Atagi, Ed.D.

Figures below based on 1st term Aug 2007 Breakdown: 16 full scholarships (G6-G10) 5 partial scholarships (G5-G9) 5 teachers children 57 paying students School Research

Finding such as these may seem abstract, but may help to shape curriculum, class structure, committee membership, etc.

Hardware 50 Admin Computers 50 Teacher Computers personal laptops 44 Lab Computers At least 1 computer per classroom 20 Sign-out Laptops 30 Mimio and LCD Projectors CCTV Completely Wireless 5-6 Digital Cameras for sign-out 3 Video Cameras for sign-out 6-7 TV/DVD/VCRs for sign-out 4 Scanners 2 Visualizers

Software (Partial List) PAWS (Keyboarding) MS Paint Microsoft Word Kidspiration / PHUN Gadgets Electronic Reference / Internet Photo Story / Presentations Spreadsheets and Databases Photoshop Dreamweaver Flash Premier AfterEffects PowerPoint Presentations

General Statistical Data such as this is necessary to prove and deduce usage of technology.

Reflection / Evaluation: Formative and Summative evaluations will occur to get the results about whether authentic technology connections are actually being made. Notes upon the answers to many of the questions formulated in the plan need to be collated and expressed in analytic form. To determine correlative relationships, Pearsons correlation tests (Simon, 2005) can calculate the degree to which two variables are related. Likert Questionnaire Sample Questions would be in the format:

I find that I am ready and excited to use new technologies Strongly Agree Agree Disagree Strongly Disagree

The questionnaires that would be developed are based upon the Computer Attitude Questionnaire of Knezek (1993) In analysis comparing the mean of two groups, a t-test (Hopkins, 2000) can be used.

Tom Johnson | ict-design.org 720026373

Seminar in Educational Change Rie Atagi, Ed.D.

Scope and Timeline January 2009 Plan Proposal Formative Questionnaires Committee and Taskforce Formulations Summative Questionnaires Ongoing Revisions Expected Limiting factors to the plan: Money; Language misunderstandings; Hierarchical understanding and slant of goals with school owner / board / director / principal / teachers / parents; Time; and budget. March 2009 April 2009 May 2009 Ongoing

Tom Johnson | ict-design.org 720026373

Seminar in Educational Change Rie Atagi, Ed.D.

References: Bell, Judith. Doing your research project 4th Edition Open University Press. New York, USA. 2005. Concordian International School. Various Teachers and Documents 21 December 2008. <http://www.cisbangkok.com>. El Paso Independent School District. EPISD_Tech_Plan.pdf object. EPISD. 2004. 21 December 2008 <http://www.episd.org/_district/docs/EPISD_Tech_Plan.pdf>. European Commission. European Commission Research: Environment Environmental Technology Action Plan. European Commission Research 28 January 2004. 21 December 21 2008 <http://ec.europa.eu/research/environment/print.cfm?file=/comm/research/environment/policy/etap_en.htm>. Goetschmnn, Laurent. A Study of Students Psychological Dispositions and Students Inclination toward information technology in the context of computer literacy education. 2006. Hopkins, David. A Teachers Guide to Classroom Research 3rd Edition. Open University Press. New York, USA. 2004. Hopkins, Will G. A New View of Statistics 2000. 21 December 2008. <http://newstatsi.org>. International Baccalaureate. Technology Guide. IBO. Cardiff, Wales GB. August 2008. Mifflin County School District, MCSD Technology Plan Action Plan Outline. MCSD 21 December 2008 <http://www.mcsdk12.org/curr/TechClass/TechPlan/TechActPlan.htm>. National Science Foundation. "National Action Plan For 21st Century Science, Technology, Engineering And Math Education." ScienceDaily 15 August 2007. 21 December 2008 <http://www.sciencedaily.com /releases/2007/08/070810194855.htm>. National Staff Development Council. Technology. NSDC. 2008. 21 December 2008 <http://www.nsdc.org/library/publications/jsd/vojteks193.cfm>. Office of the Education Council. National Education Act B.E. 2542 (1999) Ministry of Education Kingdom of Thailand. 1999. Palos Verdes Peninsula Unified School District Technology Action Plan. WebTechActionPlan.pdf. PVPUSD. 21 December 2008 <http://www.pvpusd.k12.ca.us/tech/techplan/WebTechActionPlans.pdf>. Simon, Steve. Stats 2005. 21 December 2008. <http://www.childrenmercy.org./stats/definitions.asp>. Utecht, Jeff Planning for 21st Century Technologies Jeffutecht.com 21 December 2008 <http://www.Jeffutect.com>.