Technology+upgrades

Becky Meyer, Mary Hunt, Susan Link

=3. B. Technology Upgrades=

What should be included in a technology Needs Assessment? For equipment? For data? Other? Who should be included in the decision making process? What staffing ratios for technology support are recommended?**
 * 1. How can barebones technology departments keep pace with increased infrastructure, hardware, software, and data management needs?

See an example of a Teacher Technology Needs Assessment at http://insight.southcentralrtec.org/ilib/ttnas/

This documents outlines the duties of an effective Technology Committee Technology Committee Responsibilties:
 * 1) Evaluate Current Technology Progess
 * 2) Subdivide Responsibilities
 * 3) Establish Time Frames
 * 4) Set Target Dates
 * 5) Build Consensus
 * 6) Formulate Plan
 * 7) Implement Plan
 * 8) Evaluate Plan


 * 2. Technology is improving faster than any school budget. How can we know for certain when the time is right to update our technology? In your experience, how often do schools update hardware? Software?**

From Focus on Effectiveness builds on the landmark work of educational researchers Robert J. Marzano, Debra Pickering, and Jane E. Pollock, authors of Classroom Instruction that Works)

//available at: http://www.netc.org/focus/technologies///

Key Reasearch Findings -Hardware
 * Digital equity is dependent on all children having access to—and being ready to use—engaging technology-supported learning opportunities (Valdez & McNabb, 1999).
 * Effective technology integration can transcend very limited technological resources. While many educators desire a 1-1 ratio of students to computers, in many instructional situations such as a science lab that ratio is unnecessary. Exemplary instructional activities can occur with student-to-computer ratios of 25:1 (Kozma, 2003).
 * Understanding the "computer culture" and how it can be harnessed to positively impact education is critical to all teachers (Papert, 2000).
 * Using peripheral devices allows you to create new opportunities for developing effective curriculum and instruction (Bransford, Brown, & Cocking, 1999).

Key Reasearch Findings- Software Technology applications that enable student collaboration tend to result in improved achievement. They provide realistic, complex environments by furnishing investigative tools and data resources, and linking classrooms for joint investigations (Means & Olson, 1997). Sophisticated interactive software creates opportunities for students to learn by doing, receive feedback, continually refine their understanding, and build and represent new knowledge (Barron et al., 1998). Integration of technology with curriculum increases student achievement. Significant student achievement gains for technology integrated with standards were demonstrated by an eight-year longitudinal study of SAT-I performance at New Hampshire's Brewster Academy (Bain & Ross, 2000). Educational researchers and practitioners agree that the potential of new technologies for learning is found not in the technologies themselves, but in the way these technologies are used as tools for learning (Owsten, 1997; Valdez & McNabb, 1999). Much of the software available can be used to improve thinking skills. Visualization tools enable users to discern patterns and detect relationships (Brodie et al., 1992; Kaufmann & Smarr, 1993). Well-planned use of computer-assisted or computer-mediated instruction may support a greater rate of student learning than for those without access to such technology (Schacter, 1999). Technology does affect academic achievement, but is dependent on how the technology is used. Grade-appropriate use of computers is more important in producing increased learning than the amount of time computers are used. Asking students to apply higher order concepts is associated with significant learning gains (Wenglinsky, 1998).


 * 3. What is the cost-benefit of using recycled or donated hardware? Is it a more viable long-term solution than purchasing new (and the latest and greatest)?**

Good-bye to the gee-whiz -- the new generation of ed tech is all about solutions This article focuses on the technology needs going forward, connecting technology to student achievement and accessibility. http://www.asbj.com/specialreports/0903SpecialReports/S1.html
 * School Technology Grows Up**
 * By Kathleen Vail**

Tony Van Hoof, Technology Consultant with Learning 3 was interviewed on the above questions:
A. 10-15 years of technology consulting and planning with charter and private schools, and some work with higher education. Tony and his partner Dan Hornseth are the technology consultants who work with the staff at the Agricultural & Food Sciences Academy.
 * Q: Tony, what is your technology background?**

A. Schools should build in a regular line-item for technology in their budget. They should also plan a regular cycle for upgrading hardware. Software should be upgraded annually. A needs assessment should be done to see what is actually needed for use at the school.
 * Q. How can barebones technology departments keep pace with increased infrastructure, hardware, software, and data management needs?**

A. Schools should utilize a technology committee with members representing school administration, teachers, parents and students.
 * Q.Who should be included in the decision making process?**

Schools need to review all aspects of technology use:
 * Q. What should be included in a needs assessment in determining appropriate technology use at a school?**
 * Curriculum based needs
 * School Information System needs
 * Productivity needs
 * Student use
 * Public access
 * Staff access
 * Wired and wireless connectivity
 * Internet use and service provider
 * Email access and use
 * Web hosting and services
 * Software and operating systems

A. What ever the school can afford. Models include larger schools having multiple full-time staff to smaller schools having a consultant stopping in once a week to provide support. All different models can and have been shown to work.
 * Q. What staffing ratios for technology support are recommended?(Cost/hours)**

A. Ideally schools should be on a three year replacement cycle. Four years can work, in the 3-4 years timeframe you may be able to upgrade the older machines to extend the life of the machine, but you have to look at the cost/benefit ratio of spending money on upgrades vs. new equipment.
 * Q. How do you know when you need to upgrade hardware?**

A. Annually, keep up with the latest stable version of a software release. Usually this means you will be one revision behind the latest release. Schools usually do not need to have the latest and greatest.
 * Q. How often should software be upgraded?**

A. That is the goal, but financially that is difficult for schools. Often there is a grant or infusion of cash that is used to purchase hardware, but then upgrades are not built into the budget and schools are left looking for addtional cash when the machines are aging.
 * Q. Do schools stick with a 3 year cycle?**

A. Lack of financial resources, the majority of funds are spent on staff and benefits, eating up potential programmatic dollars.
 * Q. Why don't schools build technology upgrades into the budget?**

A. No, often you spend more consultant time to upgrade the machine than you would have spent on new hardware. There may be some benefits of buying refurbished computers, but Tony recommends buying brand new and cycling the computers within the system
 * Q. What is the cost-benefit of using recycled or donated hardware? Is it a more viable long-term solution than purchasing new (and the latest and greatest)?**

Be flexible in planning-don't be stuck on technology use models that may not be proven. Consider replacing textbooks with technology when appropriate. The "latest and greatest" software may not always be necessary. Appropriate technology can increase productivity.
 * Other comments**

Schools should plan for a regular technology replacement cycle and build funds into the annual budget for this purpose.
 * Key point**

General Instructions - To play the game Save the Power Point to a program in your computer and then...put the Power Point in Slide Show format and click on slides. When "answer " appear click on slide to move to the next question /response frame. When question appears - click on small house frame icon in right lower corner to return to Master Board. For links it is generally necessary to hold Control button and the left or right control. Enjoy....
 * Jeopardy for your competetive entertainment**


 * What are districts doing that are cutting budgets and need to develop technology plans for the future? Podcast with Greg Utecht, Director of Information, Systems, and Technology in Lakeville speaks to these questions and more:**

1. How can barebones technology departments keep pace with increased infrastructure, hardware, software, and data management needs?

2. What should be included in technology Needs Assessment? For equipment? For data? Other?

3. Who should be included in the decision making process?

4. What staffing ratios for technology support are recommended?

5. Technology is improving faster than any school budget. How can we know for certain when the time is right to update our technology?

6. In your experience, how often do schools update hardware? Software?

7. What is the cost-benefit of using recycled or donated hardware? Is it a more viable long-term solution than purchasing new (and the latest and greatest)?

8. How much time is needed to upgrade recycled or donated hardware compare to setting up new equipment?

9. How long can the life of hardware be extended with upgrades?

10. What is the cost of parts for upgrading compared to new equipment?

11. What do you see the basic technological needs of ISD #194?

12. How do you plan on meeting these basic needs with budget cuts and increasing technological needs?

13. What do you do with schools that are unequal in technology equipment? How do you address the needs of all schools on a budget?

14. When do you tell schools that they simply won’t be equal and how do you justify it?

15. How do you come up with your technology plan and who is involved in that process?

16. What obstacles do you run into along the way?

17. If the levy passes in November, how might your technology plan change? What might be the first things that you address? What might be the last things that you address?

18. As a leader of technology, what do you perceive as the biggest technological weakness in staff members in schools today?