Norfolk County Agricultural High School
Technology Plan
2014-2018
Benchmark 1: Commitment to a clear vision and mission statement and educational technology goals
Benchmark 2: Vision and Goals for the Integration of Technology
Benchmark 3: Technology Professional Development
Benchmark 4: Accessibility of Technology
Benchmark 5: Virtual Learning and Communications
Benchmark 6: System security and student safety
NCAHS PHILOSOPHY
The Norfolk County Agricultural High School (NCAHS) believes agriculture and agribusiness are essential to regional, national, and global economies. We recognize that agricultural and environmental technologies are vital to global survival. Therefore, it is our mission to offer progressive agricultural education, a challenging academic curriculum, and work experiences that prepare our students for continued learning.
We are committed to providing a quality educational environment that recognizes diversity in student backgrounds, individual learning styles, and varying abilities. It is the responsibility of the school community to provide a positive learning environment fostered through mutual respect and dignity.
NCAHS is four year High School which offers a unique selection of technical programs. Where technology once played a minor role in the Agricultural community, we have now come to embrace technology and integrate it into the evolving field of Agribusiness.
The Massachusetts Department of Education issued benchmarks so that each district’s technology plan would develop a series of goals and action steps in response to the following:
Our plan responds to each of these benchmarks with a major emphasis placed on the need to continue and expand professional development opportunities for staff so that they can effectively enhance student learning by integrating technology into the curriculum. Educators at NCAHS today are being asked to address twenty-first century issues with teaching, learning and management tools designed for industrial age schools. The skills necessary for the next century will require students to have the ability to access, analyze and communicate information effectively. These information processing skills will enable our students to assume a productive role in an information age that is integral to our global economy.
NCAHS hopes to meet this challenge by utilizing current technologies to design effective instructional strategies for our diverse student population. We envision technology as a key element for providing opportunities for a new vision of how students and staff learn, how teachers teach, and the future success of our school system.
In an attempt to keep our technology plan as a viable working document we have established a permanent technology committee composed of both faculty and administration to set technology goals, evaluate options and identify appropriate action steps. The technology plan’s goals in the areas of Curriculum Integration, Professional Development, accessibility and Infrastructure will be revisited annually as part of our assessment and evaluation process.
After evaluation the status of each goal will be determined as completed, ongoing or in need of revision. Technology planning is an on-going process that will require us to set new goals during the life of the plan as we evaluate our progress and as technology and funding opportunities change. To achieve significant progress toward tomorrow’s schools, a systematic approach must be used to integrate and simultaneously address three concepts -- active learning, schools as learning communities, and integrated technology. If technology is to have a substantial and lasting impact, it must be used in ways that reflect an important new understanding of learning. Educators and cognitive psychologists have developed this new view during the past two decades. It explains learning as the active construction of meaning and understanding by the learner rather than a passive assimilation of information. It emphasizes the importance of intrinsic curiosity, social interaction and the pursuit of complex projects and genuine problems in the learning environment.
In addition to new concepts of learning, new models of school organization have evolved in recent years. These seek to establish schools as learning communities. This model stresses the importance of interaction among students, teachers, parents, and the community as they work dynamically together for the benefit of the entire community. New patterns of organizing people, more flexible space, and longer blocks of time will enable us to use technology to its fullest potential for student learning.
Information technology is an essential element in putting these new models of schools and learning into practice. It must be transparent to the user as well as integrated as a tool into a wide range of learning activities. It must be right there in the classroom where students and teachers have immediate access when it is needed. New electronic devices will transform our learning and teaching practices far beyond those that have been common place for centuries. With them, schools will provide learning experiences which are active and stress teamwork, involve complex thinking skills, focus on solving real world problems, increase interaction with people from other parts of the world, and approach learning in an interdisciplinary manner.
NCAHS is dedicated to the idea that technology is a facilitator for the transformation and improvement of the education process, and our purpose is to support and expand the learning experience for teachers and students alike. Technology is a facilitator of the educational experience that breaks down barriers of time and place and provides individualization to better meet student needs.
Technology permeates all aspects of the educational experience: facilities, day-to-day operations, student management, curriculum, instruction, assessment, professional development, support services, extracurricular activities, and more. As such, technological needs should be considered and the technology committee should be involved in planning for the entire education process, taking into account students, teachers, administrators and facility personnel.
We are committed to moving to a 1:1 device-to-student ratio to equalize students’ technological experiences and enable all students to earn a proficient level of technological fluency. We are committed to providing safe, secure wireless access across the entire campus. We will encourage and accommodate state of the art technologies and trainings for all aspects of the industries offered at the school. We will provide training and support so that teachers will be competent and confident with using up-to-date technology and devices in the classroom. Through that classroom use teachers will model appropriate and effective technology use for students. We will stay on the forefront of all modern devices and technologies to ensure that students are up-to-date in their learning and experiences.
To further the goal of universal and seamless access to computing resources, we will move to a cloud-based model (or similar technology) for our overall computing system.
There are several overarching principles which guide our vision of the role of technology in learning, instruction, curriculum development, and the administration and management of NCAHS:
Technology is a tool and valued only for its utility in achieving the educational objectives of NCAHS.
We view technologies as tools - devices, equipment, and procedures - where the inherent value is measured purely in terms of how well they can aid us in achieving our educational objectives for the school. We seek out and deploy technologies because they allow us to work smarter, to achieve results with less effort or expense, because they expand students’ opportunity for independent learning, because they provide teachers with access to a wider range of valuable resources for instruction. Technology is not an end in itself, but something that serves the broader purposes of NCAHS.
Consequently, we are agnostic when it comes to selecting specific technologies to accomplish an objective or in regard to vendors, brands, or products. Rather, we judge technologies on their functionality and purpose and how well they meet the identified educational objectives of NCAHS.
Technology is unobtrusive and universally accessible
Our goal is for technology to be “invisible,” like the lightbulbs in the classroom, or a telephone. Accessing and utilizing technology in the classroom is not a major project or effort, but as simple as flipping the light switch. Technology resources should be ubiquitous in availability, seamlessly integrated and easily accessible from anywhere on campus (indoors or out). We will move to a cloud-based (or similar technology) to support this goal of universal accessibility.
Faculty and staff are effective models for students
A wide range of technology tools are available for faculty to efficiently and effectively conduct their everyday tasks - curriculum development, instruction delivery, assignments, grading, and administrative tasks. In this way, faculty become role models for students in the productive use of digital computing tools for learning, collaboration, and creativity.
Good Digital Citizenship
Students, faculty and staff receive regular training on appropriate online behavior of good digital citizenship and digital literacy. Faculty model good digital citizenship practice, respect for intellectual property rights, and sensitivity to digital footprint
Technology is easily and fully integrated into everyday school life
To be most effective and efficient, software applications have an integrated user interface and access. All systems can easily and seamlessly exchange data and interact. System for student information/ records, grading, attendance, calendar, email, etc.
Technology is adaptable for future growth and change
Our technology choices and plans will always emphasize both flexibility and adaptability for future growth and change. In part, this is a pragmatic consideration as budget resources will always be scarce and thus necessitate flexibility in decision making. We also recognize that our understanding and visibility of future technology trends is limited at best. Consequently, adaptability to integrate changing technologies into established systems to accommodate growth is also necessary.
NCAHS understands that bringing new technology into the classroom is only effective if the people who will be using the technology are trained in how to use it. To that end, NCAHS makes a commitment to provide training in using new and changing technologies with the following expectations:
Technology professional development is provided to 100% of staff utilizing various models including standard classroom-based instruction, coaching and modeling, self-paced computer-based instruction, and virtual assistance utilizing email and other web-based programs to answer questions and provide tutorials. Professional development planning is based on data received from user surveys, staff requests, and NCAHS initiatives.
Our goal is to utilize the TSAT[1] to ensure technology professional development is fully addressing the needs of our community.
Activities include integration of Web 2.0 tools in a NCAHS-wide blended instructional environment (learning management system) with emphasis on development of online instruction and assessment, online independent learning resources, cyberbullying awareness and prevention, and collaboration tools. Legal Issues for teachers involving students records and privacy will also be included.
Increased efforts will focus upon mentoring and supporting teachers as they reflect upon and refine their teaching in terms of differentiated instruction in technology rich classrooms, and identification and sharing of promising practices that improve instruction by integrating technology into curriculum and instruction.
Future activities will focus on assisting teachers to identify and implement online technology resources and tools to promote 21st century skills and to enrich their teaching and learning activities. A central resource will be utilized as the focal point for teachers to learn about web based tools that allow collaboration among students and teachers in instruction. Professional development will be offered to assist teachers in development of blended course work and promoting web based learning and home access to cloud based applications and data. Professional development activities will promote ideas for enriching the teaching and learning experiences through the instructional use of handheld electronic devices such as eReaders, cell phones, tablets (iPads), and notebooks/netbooks.
We will continue to focus professional development activities on blended learning models that can be utilized by teachers in their classrooms, laboratories, and vocational shop areas with emphasis on the rotational model, the flex model and the self-blended model.
Teachers will receive professional development on the utilization of the school’s cloud service for access of files, applications, and other resources both within and outside the campus environment in support of the universal access goals.
Training will be provided to instructional staff regarding implementation of an evaluation system software tool facilitating NCAHS’s implementation of the new Massachusetts Model System for Educator Evaluation System.
NCAHS provides students with an up-to-date computing environment with technology that includes:
NCAHS regularly reviews the quality and level of accessibility of all of its technology and makes changes and additions to the infrastructure, network, hardware, software as appropriate to meet new and changing needs.
NCAHS is working towards a 1:1 device ratio for students and staff.
The entire NCAHS campus is covered by wireless access points, allowing staff and students to connect to the Internet and the school network from any point on campus, both in buildings and outside. Teachers are supported when using technology and are encouraged to find ways to engage students with new applications.
The NCAHS network supports and works seamlessly on a variety of devices including smartphones, tablets, laptops, and PCs. All devices available for student use are compatible with requirements for state-mandated testing.
We will adopt a cloud-based computing environment to ensure that staff and students can easily access NCAHS resources on or off campus to allow both work and learning to extend beyond the school day and school campus.
NCAHS maintains a small but sufficient store of repair and replacement equipment and supplies to minimize downtime as a result of damage.
NCAHS actively encourages the development and use of innovative strategies for delivering specialized courses through the use of technology by offering professional development to hone these skills. Nowhere are these skills more evident than in the lessons developed using the SmartBoard and related software to deliver curriculum in a way that holds the students’ attention and really gets them involved. Teachers are strongly encouraged to develop their web based content in a format that is easily available to students both in school and at home. Many teachers post important material to class websites such as lecture notes, homework assignments, review sheets and links to websites that can provide useful information and allow the students to take ownership of their education.
NCAHS adopted Google Apps in 2014-15 school year to further enhance the capabilities for virtual learning, distance learning and differentiated instruction. Google Apps for Education allows teachers to create virtual field trips (Earth, Maps), invite guest speakers via live video conferencing (Hangouts), post video (YouTube) as demonstration, explanation, or example application integrated with other lesson resources.
Currently, all students have an individual Google email address which allows them to correspond with teachers virtually and submit work through sharing Google Docs to be proofread or graded without the need for specific software or a printer. Many teachers are using the Google Classroom application as well as document sharing features in Drive. Students are given assignments that frequently require the use of computers or computer labs. Virtual lab programs allow students to explore demonstrations and methods that may be too dangerous and/or expensive to provide in a classroom environment.
The technology committee would like to see an exploration into the topic and possible implementation of VODcasting. VODcasting would be a great way to allow students to review lectures and demonstrations while they are at home, either as a method to stay on track while absent or to watch again until a concept is mastered. Utilizing Google Drive or YouTube to host VODcasts could be a tool that would allow teachers and students to focus on specific issues in class, enabling educators time to provide more individualized instruction.
The NCAHS website is comprehensive and provides a lot of information. Currently, each teacher has a portal page which allows them to post a class calendar of events as well as news updates and reminders. We would also like a way for students and teachers to be able to submit forms online. This ability would help save paper and streamline the process for participation in activities like sports, field trips, and professional development.
While we encourage and support easy access and ubiquitous availability of computer resources, especially online resources, we must also ensure that students’ experiences are safe and that our network and data resources are secure from harm.
NCAHS has a CIPA (Children’s Internet Protection Act) compliant Acceptable Use Policy (AUP) regarding Internet and network use. Our plan is to transition to a Responsible Use Policy, which emphasizes student responsibility and self-policing of appropriate activity regarding computer and internet usage.
The NCAHS educates teachers and students about appropriate online behavior and proper Digital Citizenship. Topics include CyberBullying, potential risks related to social media, and copyright protection.All students are expected to understand good digital citizenship and responsible online behavior and conduct themselves accordingly.
We recognize that even the best efforts of Digital Citizenship and responsible use education are not foolproof methods. Therefore, NCAHS technology staff utilize network monitoring software tool to monitor online behavior and to employ filters to ensure that inappropriate sites or materials cannot be accessed from the on-campus network.
NCAHS protects the security and confidentiality of personal information of its students and staff. Our email system and content filter does not allow the transmission of personal or medical data. Access to student and staff information in our Student Information System (currently iPass) is determined by user-level permissions.
NCAHS complies with all federal and state law, and local policies, for archiving electronic communications produced by its staff. NCAHS informs staff and students that any
information distributed over the school network may be a public record.
Approved by the Committee 6 November 2013
Committee Membership
Courtney Bosco Michael Hauck
Barbara Jean Chauvin Matt Joyce
Paula Conis Mike Nelson
Eileen Czyrklis Tammy Quinn
Rick Fitzpatrick Karl Roos
Revised and Approved by the Committee 28 October 2015
Committee Membership
Sean Crowley Ben Polito
Michael Hauck Tammy Quinn
Karen Newburg Stephanie Russo
Doris Parker Joanne Tankard Smith
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[1] The Technology Self-Assessment Tool was created by the Mass DESE and is available on their website. There is also a Google Docs based version available.