The purpose of the Jornada Technology Plan is to build a community of understanding among students, faculty, and parents of our goals for using technology in our school. The belief is that learning may be enhanced through the effective use of technology to allow learners to interact with one another and interact globally. It is our goal to use the computer as a tool in the classroom to acquire, analyze, synthesize, and publish the information that is so readily available to our world.

In our society, technology is an integral part of all areas of our daily life. Today, technology is used for communication, production, record keeping and research. Computers and supporting technologies are becoming more crucial in both the educational and work environments. As educators, we must provide the bridge from school to work and utilize the computer as a learning tool and not as an end product.

Jornada Elementary’s Phase III Technology Plan is aligned with our School Improvement Plan and EPSS, which addresses the focus areas of technology and literacy.

• Technology

• Literacy

The proposal requires the establishment of a new building infrastructure. This will enable students, teachers and parents to access the network consistently through updated wiring in every classroom. It has been determined that the number one priority of our Phase III technology plan is to replace our existing wiring which can no longer support our vision of technology. Due to construction of 8-10 additional classrooms to our site, we are also in need of wiring the new construction in our building. In an effort to save labor costs, we are also choosing to install the video broadcasting wiring. An updated server will allow efficient network connection, easier network maintenance, and less computer down time. Automation of our school library will modernize our facilities and enable our school community to access various types of research materials from either the library or classroom. The addition of TV/VCR’s in every classroom will make it possible for video broadcasting for classroom instruction and school-wide communication. Updated office equipment will help office staff communicate and organize school information more effectively. Multimedia stations will provide our school with the ability to incorporate various types of technology, such as scanners, digital cameras, and projection devices, into projects and presentations. The decision to house these multimedia stations, in a library mini-training lab or in a Community Technology Training Center, will be determined after the new construction at our school has been completed. A mini-training lab or Community Technology Center is dependent on the availability of classroom space and funds available from the Phase III tech plan.

The Phase III Technology Plan priority will be to establish a reliable infrastructure, which will then be able to support the use of technology as a tool to enhance the methods currently being utilized in developing students’ literacy.

Jornada Elementary is in a residential area of Las Cruces and educates children from both residential and rural areas. The enrollment is 731 students. Enrollment by ethnicity is as follows:

• Hispanic: 53.5%
• Anglo: 43.7%
• African American: 1.5%
• Native American: 0.7%
• Asian: 0.7%

There are 52 students, or 7%, who receive bilingual/ESL services in the school. Also, 49.8% of the students receive free or reduced lunch. The staff of Jornada consists of 76 staff members. The Jornada staff includes: 44 certified teachers, 35 classified staff, 9 ancillary staff, and two administrators. We all work as a team to foster an environment of self-respect, global responsibility, empathy, and respect of all cultures.

Our special education program at Jornada covers a diverse, multi-level realm of services. These children depend on technology for everyday communication, school to life skills, and to increase academic performance. Jornada has 188 students who receive special education services in either a pull-out environment or self-contained classroom. Of these students, 38 receive minimum level services, 40 receive moderate services, 15 receive extensive services, and 51 receive maximum level services. Also included in this number are 44 children who receive gifted services.

The Jornada Elementary demographic information is as follows:

• Improve achievement test scores in the area of written language.
• Use technology to maximize instructional outcomes.
• Increase staff productivity by use of technology.
• Establish a training model of teachers training teachers.
• Voluntary Tech Managers will set up and maintain computers, labs, file server, and network as well as do hardware and software installations

Hardware

• 32 LC III Macintosh computers
• 29 Mac Classics (B&W)
• Quadra 800 (file server)
• 3 LaserWriter Pro 630 printers
• 1 Color One scanner
• 3 CD/ROM players
• 2 Tribe Stars
• Network wiring and connectors

Software:

• ClarisWorks (40 users)
• Humanities Elementary Package (Site License)
• Story Tailor (Site License)
• Kid Pix (10 users)
• Kid Works (10 users)
• Word Munchers (10 users)
• Mario Teaches Typing and Spellbound (SPED)
• Keywords (Site License)
• Write This Way (25 users)
• Word Weaver (Bilingual) (Site License)

• Improve achievement test scores in the area of written language. (Continuation from Phase I)
• Provide outside training resources in addition to teachers training teachers.
• Work towards the perception that technology should be integrated into the curriculum and not used only as a "stand alone" learning tool for: students, staff and parents.
• Provide additional computers to increase computer access available per student and productivity per teacher

• 36 LC 575 computers
• 5 additional LC III’s
• Power User External HD
• 1 Power Mac 7100 (for office)

• Additional ClarisWorks (50)
• At Ease (site license)

Significant progress was made on each identified goal in Phase I and Phase II in the area of written language. By acquiring a computer in each classroom and initial staff training in basic computer usage, we were able to broaden the knowledge base in technology. By implementing two productivity labs, students were able begin utilizing technology as a learning tool. We were one of the first elementary schools to have connectivity and begin the process of integrating the computer into our curriculum. At this time, we have two labs with 15 computers in each lab. Each classroom teacher and ancillary staff member has a minimum of one LC 575 that has internet connectivity. The student to computer ratio is: 1 multimedia computer for every 20 students.

Our Phase III Technology Plan corresponds not only to our district Student Technology Performance Indicators, Teacher Technology Outcomes, our School Improvement Plan, and EPSS, but also directly to the four pillars of the Clinton Administration’s Technology Literacy Challenge.

The four pillars of The Technology Literacy Challenge state:

1. Modern computers and learning devices will be accessible to every student.
2. Classrooms will be connected to one another and to the outside world.
3. Educational software will be an integral part of the curriculum-and as engaging as the best video game.
4. Teachers will be ready to use and teach with technology.

Our School Improvement Plan and our Phase III Tech Plan are integral factors in fulfilling this challenge with one of our focus areas being technology.

Our School Improvement Plan Goals are:

• To integrate current technology into teaching and learning practices which will enable students to use and apply technology.
• All students by the third grade will be reading at or above that grade level, or will be receiving interventions, which will enable them to read at grade level.

It is our belief that all children can learn and experience success in our increasingly technological world. Our students should be able to go beyond the Information Age to the new millenium’s "The Ubiquitous Age". This is where the sophisticated tools of technology are part of the students’ everyday learning life. Computers are tools to acquire, analyze, synthesize and present this information as part of the student’s learning experiences.

Jornada’s ultimate vision is for all classrooms to have a minimum of 4 computers that are multimedia capable and have a presentation device so as to utilize the internet, curriculum integrated software, library services and video broadcasting capabilities to enhance learning. In addition to the distributive model of mini-labs within the classroom, it is also our vision to incorporate a Jornada Community Technology Center. This Community Tech Center would house 25 computers, a projection device, scanners, and digital cameras where students, teachers, and parents can be trained to use the most current technologies. Our family surveys have shown that the majority of our parents would like to be trained in the current technologies. They also want to see for themselves what we are teaching their children in technology. With such an overwhelming response from our parents, we have found that to have our parents become a vital part of our school community we must be able to provide a space for them. As we are not a Title I school the only available funds to create the start of a Parent/Community center is to begin with a Community Technology Center. As classroom space is at a premium, we are proposing a small mini-lab in the library for training purposes if no classroom space is available for this Community Technology Center. As it is difficult to state an exact cost of the wiring due to new construction and the availability of classroom space, we are prioritizing our Phase III Goals as follows:

• To establish building infrastructure in an effort to utilize the most current computer technologies (utilizing E-rate and Phase III monies)
• To simultaneously wire for a video broadcasting system

• To purchase a file server that will be able to utilize Mac/PC platforms

• To increase teacher technology competencies from Level I-II to Level III as defined by the LCPS Technology Leadership Academy Teacher Technology Outcomes by the year 2000

• To increase school-wide use of technology as a tool to enhance literacy for all students as defined by the LCPS student performance indicators.

• To automate the newly constructed library

• To purchase standardized computers for office administrators and staff

• To establish a mini-training lab of 4 computers and a projection device in the library, to train grade level teams and small groups of parents and distribute the current lab computers into classrooms or to establish a Community Technology Center if monies and classroom space is available after new construction is completed. (The decision to implement a mini-training lab or a Community Technology Center is contingent on the final cost of construction/wiring/space in our building.)

Due to lack of extra classroom space for our ever-growing student population, the computers from the two labs will be redistributed equitably to all grade levels and special education classes. If space and funds are available we will have one training/project center lab (Community Technology Center) for students, teachers and parents either in the library or in the newly remodeled section of the school. This will be finalized once the new construction has been completed in the Fall of 1999.

The Community Technology Center will not accommodate our entire school in the standard "lab" model. We will have to change our philosophy of how a lab can be used to integrate our curriculum such as a "project center" approach. The Community Technology Center will also be used for training teachers, parents, and members of our Jornada community. However, our focus will be to integrate technology into our curriculum in the classroom. Therefore, one of our primary needs will be how to manage a one computer classroom.

The following needs were also determined through surveys of the staff (Appendix B), students, and families (Appendix C). From the staff survey, the Technology Committee discovered several areas in need of improvement. These areas were selected based on higher percentages of staff at Level 1 in the Teacher Technology Outcomes survey (Appendix B). The levels of proficiency range from Level 1: novice user to Level 4: expert user who integrates technology seamlessly into the curriculum. The goal is to move teachers from Level I users to Level 3-4 users in the 1999-2000 school year.

The targeted areas for training purposes are:

• Troubleshooting
• Desktop publishing
• E-mail
• Internet
• Presentation Software
• Spreadsheets
• Databases
• Video Broadcasting/Technology Integration into the curriculum
• Management techniques for using one computer in the classroom. (This focus area will be addressed throughout the year in grade level teams).

The student surveys showed student usage to be well distributed in varied applications and skill levels. Students showed a high desire to use the computer more often at school. Students’ surveys also suggest that more training is needed in specific areas such as; HyperStudio, spreadsheets, and databases, and the internet. Of students with a home computer, most used the computer for games, followed less closely by homework, educational programs, internet, and research. A need was identified for parent help at home for more "educational" uses of the home computer.

Family surveys confirmed this finding. Results of the family surveys show extremely high numbers of families believing access to computers at school is "very important" to their child’s education. Most thought the usage of 1 to 2 times a week should be changed to daily use of the computer. Families would like their children to learn more about:

• Word processing/desktop publishing
• Internet skills
• HyperStudio
• Keyboarding
• Spreadsheets
• Databases

Of the 547 surveys returned, 3 out of 5 respondents own a home computer. Nearly all families agree or strongly agree that their home computer is an important educational tool for their child. They listed their child used the home computer in this order:

• Educational games
• Games
• Homework
• Reports
• E-mail
• Internet research/surfing

Students’ surveys, however, report education games much further down the list! This suggests a need for more parent training in the use of computers for educational purposes. In fact, 328 parents stated that they would be willing to attend computer training. There is a definite need to support our students and families in the area of technology.

The Phase III technology plan will enhance the resources available in the library, thus benefiting all students at every grade level. The new wiring for computer technology and video broadcasting will enable students to have information readily available to them. Our parents will benefit from the parent training classes that are planned in the Spring of 2000. Our office staff will benefit from having a networked system of compatible computers for more efficient production.

Staff development and training will take place using small collaborative grade specific groups to ensure the integration of technology. Our goal is to use our technology committee as trainers. First, we selected a staff member from each grade level and special program to be represented in our Technology committee. All "Tech Reps" will be trained by our lead "Tech Coordinators". In turn, "Tech Reps" will train their particular grade level or program. The final link will be teachers training their own students. In addition to this plan, one staff development day will be used to train the whole staff on how to set up their own Web Page, as well as how to successfully implement and use WebQuests in their classrooms.

Using the results from our staff surveys in our needs assessment, we developed a calendar of focus areas for staff development. Twice a month our Technology Committee members will provide training to their prospective grade levels during regular grade level meetings. The focus will be on learning the application and then how to best integrate it into the curriculum.

September: Session I - Troubleshooting and Computer Basics

October: Session I - How to use E-Mail & On-line projects

November: Session I - How to use the Internet

January: Session I - How to use HyperStudio

February: Session I - How to use PowerPoint

March: Session I - How to make and use Spreadsheets

Session II - Ideas for Integrating the use of Spreadsheets

in the curriculum.

April: Session I - How to Set Up and Use a Database

Session II - Ideas for integrating the use of databases in

the curriculum.

Implementation of the following strategies will ensure that students and staff will use technology as a tool of learning and as a result enhance student literacy. These strategies will be part of the staff training for the 1999-2000 school year.

• Use of the internet to enhance their research skills by acquiring, analyzing, synthesizing, and publishing information.
• Utilize telecommunications to increase opportunities for communication.
• Use learning software to enhance literacy skills.
• Create newsletters, brochures, stories, poems, etc. to enhance literacy skills.
• Use a variety of hardware such as digital cameras, scanners, printers, video-cameras, and projection devices to support student created projects and presentations.
• Use computers to locate books and information in the library.
• Use workstations to access online encyclopedias, libraries, magazines, newspapers, and the internet for research purposes.

The Jornada Technology Committee was chosen to represent all grade levels and special programs. This has allowed committee members to receive input from the faculty and to disseminate information as it becomes available. The sharing of information happens informally at grade level meetings, departmental meetings, and faculty meetings.

A draft copy of the technology plan was shared with all faculty members and openly discussed. Results of student, teacher, and parent surveys were also utilized. All suggestions were carefully considered and incorporated into the final report.

A staff development training plan has been developed to ensure that all staff members have a working knowledge of existing software/hardware as well as newly acquired hardware/software. Technology coordinators will train the Technology Committee members in the areas of maintenance and integration of technology into the curriculum. The committee members will in turn train the remaining staff members.

May-June Present to TMT and to the School Board.

June-January Wiring, construction and purchases to be done.

September: Session I - Troubleshooting and Computer Basics

October: Session I - How to use E-Mail & On-line projects

November: Session I - How to use the Internet

January: Session I - How to use HyperStudio

February: Session I - How to use PowerPoint

March: Session I - How to make and use Spreadsheets

Session II - Ideas for Integrating the use of Spreadsheets

in the Curriculum.

April: Session I - How to Set Up and Use a Database

Session II - Ideas for Integrating the use of Databases in

the Curriculum.

The Jornada Technology Committee is comprised of representatives from each grade level, special education, parents, administration, and an NMSU adviser. Employing the team concept, the committee made decisions concerning the direction of technology. These decisions were reached based on continuous discussions based on current technology issues and trends, and from staff, student, and parent surveys.

The Technology Committee is responsible for sharing equally in the decisions regarding technology. The Technology Committee approves all purchases of software and hardware. With our new training model of the technology coordinators training the tech committee, we will now have shared leadership responsibilities thus alleviating the training and troubleshooting burden to just our coordinators. This will allow our school to have many staff members that could move into the two leadership positions should we have any turnover.

Parent and community support are an integral part of Jornada’s community of learners. Through family surveys it was discovered that approximately 3 out of every 5 Jornada families own a computer. 328 out of 547 parents surveyed indicated a need for training. By providing technology training opportunities for parents and community members, we would be building a core group of technology volunteers to assist students in the classroom. This would also provide that link from school to home. Our parent training opportunities will begin in the Spring of 2000 after construction has been completed to determine the space available for training. Our Technology Committee and Parent Volunteers that have computer expertise will offer this training. Our ultimate vision is to create a Jornada Community Technology Center where students, teachers and parents would have access to current technologies.

Currently, the office staff has two PC’s and two Macintosh computers. Our Phase III monies will purchase two new PC’s that will allow the office staff to work on the same platform creating a uniformity that facilitates the sharing and production of documents and retrieval of information. The two Macintosh computers will be moved into the library multimedia mini-lab or the Community Technology Center.

With reliable building wiring, Jornada teachers will be able to utilize technology as a consistent resource. Learning software, productivity software, presentation software, and the internet will be used as instructional tools. All of these tools enhance our students’ literacy skills.

Provide a foundation of skills that will allow teachers and students to effectively use technology.

Students at appropriate grade levels will be able to demonstrate their ability to:

• Produce basic word processing documents
• use a simple database for classification of objects
• use draw and paint programs for simple graphics
• build and use simple spreadsheets
• develop multimedia presentations
• acquire, analyze, synthesize, and publish information from the internet
• use computerized card catalog to locate and check out library books

Students will exhibit skills listed on the district Technology Performance Indicators. Teacher observation and rubrics of project quality will be on going.

Teachers will receive training and support to enable them to seamlessly integrate technology into the curriculum.

Teachers will progress from Level 1 users of technology to Level 3-4 users of technology as defined by the LCPS Teacher Technology Outcomes survey.

The data will be collected from staff members, parents, and students through:

• Student projects and presentations
• Student portfolios
• Teacher Observations
• Teacher Evaluations
• Surveys