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District Technology Plan

Current Tech Plan Revision - The Travis Unified School District Technology Plan has been rewritten to correlate with the California State Technology Plan Framework.  (You must have Acrobat Reader to view this document.) 

Former Technology Plan
Goals
Perspective (Rationale)
Objectives for Technology Literacy - Grades 4 - 12
Implementation Plan

A Typical Classroom in Travis Unified in 2004

It’s 8:15 AM in Mrs. Smith’s room at Cambridge Elementary. The students are filing past Mrs. Smith into Room A15 wishing her good morning. The students take their seat and open their backpack, which just has a slim laptop and a lunch bag. A different backpack than the one I carried to my fifth grade class! Neither it contains several textbooks that weigh four pounds each, nor has it a sheath of worksheets filled out the night before. It simply does not have a piece 
of paper in it. Did Mrs. Smith’s class not get their share of textbooks this year or doesn’t she assign homework? Neither. Mrs. Smith’s class uses e-books and DVD-ROM disk textbooks with web links, which update information on a daily basis. Mrs. Smith students answered her essay question she posted on the web and sent it to her directly.

It’s 8:20 AM . The assignments for the day and the related notes on the Smart Board also appear on Mrs. Smith’s web site. The first assignment is to select the library books of interest in a particular genre. Mrs. Smith’s students start searching the networked library catalog from their desks for the books.  They select the books to check out and let the librarian know via e-mail. As they search the catalog, the web links take them to different authors’ and publishers’ web sites to appraise them of the latest books in the genre. Mrs. Smith’s students use IBM’s VivaVoice, a voice activated typing program, to send their suggestions to buy some of the books to their librarian and teacher.  

As her students browse the catalog, Mrs. Smith launches the program which will evaluate the homework compositions for mistakes in grammar, syntax and spelling.  The software lists the number of mistakes in each category, in addition to assigning approximate grade level, based on the vocabulary and length of sentences. Mrs. Smith forwards the computer’s analysis to the student assessment database on the secure classroom web site for students’ and parents’ perusal. She continues to evaluate the compositions for creativity, 
logic, and coherence on a rubric scale, which she will forward to the assessment database as well. The assessment database of Mrs. Smith’s class pinpoints the state’s writing standards her students have successfully achieved and the standards where relearning has to occur.

It’s the science period at 10:30 AM in Mrs. Smith’s class. There are two major activities today, the first one being the culmination activity of their biological oceanography unit on deep sea animals. The students are now getting ready to teleconference with the curators of Monterrey Bay Aquarium in preparation for their field trip next month. The following activity relates to the warm water currents in physical oceanography. In understanding the effect of sun’s light on the ocean temperature, the students will use temperature sensors connected to their laptop. The sensor’s input will appear as a graph on their laptop and on the large display for classroom discussion. They will share the graphs and
the spreadsheet containing the experimental data with two classes on the east coast and Great Lakes  region and post the information on their class web site. In the future weeks, Mrs. Smith’s class will collaborate with the above classes to analyze why there is a difference in the rate at which the water 
is heated at different latitudes. The results of their collaboration will be again published on the web.

Goals

1. Enhance student learning and increase productivity
2. Student achievement of Language Arts standards related to technology
3. Make computers a transparent tool
4. Use computers as an "intellectual partner" 
5. Foster Anytime Anywhere learning 

Perspective (rationale)

Technology is changing every facet of our society, including communication, politics, government, business, economics, commerce, engineering, science and art. The field of education cannot just lag behind. “Knowledge is Power,” but being able to analyze, synthesize, evaluate and produce with the 
knowledge is even more powerful.

The current frenzy of start-ups in Silicon Valley or Wall Street IPOs or latest scientific breakthroughs in molecular biology, all simply attest to the above claim. If Travis’ children do not even have access to the current knowledge base through the vast storehouse of knowledge, the Internet, it will put 
them at a very disadvantageous position in our ever-changing society.

After all, “Knowledge” is the lowest level in the cognitive domain. Any academic product built at the next higher level in the cognitive domain, with serious gaps at the lower level, will be a fallacy. In a nutshell, we should stop perpetuating an antiquated educational system meant for agrarian or industrial society and embark on implementing a system designed for “future ages.”

Objectives 
Technology Literacy

Travis School District students will meet or exceed the following standards of technology (adopted 
from California State Frameworks) in the curricular areas of Language Arts/Reading by June, 2002. 

English Language Arts Content Standards

• 4th Grade

• 5th Grade

• 6th Grade

• 7th Grade

• 8th Grade

• 9th Grade

• 10th Grade

• 11th Grade

• 12th Grade
  

Fourth Grade

Reading
Comprehension and Analysis of Grade-Level-Appropriate Text

2.7 Follow Multiple-step instructions in a basic technical manual (e.g., how to use computer commands or video games).

Research and Technology

1.7 Use various reference materials (e.g., dictionary, thesaurus, card catalog, encyclopedia, online information) as an aid to writing.

1.8 Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials

Fifth Grade

Writing
Research and Technology

1.3 Use organizational features of printed text (e.g., citations, end notes, bibliographic references) to locate relevant information.

1.4 Create simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, the thesaurus, spell checks).

1.5 Use a thesaurus to identify alternative work choices and meanings.

Evaluation and Revision

1.6 Edit and revise manuscripts to improve the meaning and focus of writing by adding, deleting, consolidating, clarifying, and rearranging words and sentences.

Sixth Grade

Writing 
Research and Technology

1.4 Use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information.

1.5 Compose documents with appropriate formatting by using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation).

Writing Applications
(Genres and Their Characteristics)

2.3b Support the main idea or ideas with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information searches).

2.3.c Include a bibliography.

Listening and Speaking
Organization and Delivery of Oral Communication

1.6 Support opinions with detailed evidence and with visual or media displays that use appropriate technology.

1.7 Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest and attention.

Speaking Applications
(Genres and Their Characteristics)

2.2b Develop the topic with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information)

Seventh Grade

Reading
Structural Features of Informational Materials

2.1 Understand and analyze the differences in structure and purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs).

Writing
Research and Technology

1.6 Create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets to manage information and prepare reports.

Writing Applications (Genres and Their Characteristics)

2.3c Include evidence complied through the formal research process (e.g., use of a card catalog, Reader’s Guide to Periodical Literature, a computer catalog, magazines, newspapers, dictionaries).

Listening and Speaking
Analysis and Evaluation of Oral and Media Communications

1.8 Analyze the effect on the viewer of images, text, and sound in electronic journalism; identify the techniques used to achieve the effects in each instance studied.

Speaking Applications (Genres and Their Characteristics)

2.3 Deliver research presentations:
2.3a Pose relevant and concise questions about the topic.
2.3b Convey clear and accurate perspectives on the subject.
2.3c Include evidence generated through the formal research process (e.g., use of a card catalog, Reader’s Guide to Periodical Literature, computer databases, magazines, newspapers, dictionaries).
2.3d Cite reference sources appropriately.

Eighth Grade

Writing
Research and Technology

1.4 Plan and conduct multiple-step information searches by using computer networks and modems.

1.5 Achieve an effective balance between researched information and original ideas.

Writing Applications (Genres and Their Characteristics)

2.3b Record important ideas, concepts, and direct quotations from significant information sources and paraphrase and summarize all perspectives on the topic, as appropriate.

Listening and Speaking
Speaking Applications (Genres and Their Characteristics)

2.3d Organize and record information on charts, maps, and graphs.

2.6 Demonstrate use of sophisticated learning tools by following technical directions (e.g., those found with graphic calculators and specialized software programs and in access guides to World Wide Web sites on the Internet.

Ninth and Tenth Grades

Reading
Reading Comprehension (Focus on Informational Materials)

2.0 By grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, newspapers, and online information.  In grades nine and ten, students make substantial progress toward this goal.

Comprehension and Analysis of Grade-Level-Appropriate Text

2.6 Demonstrate use of sophisticated learning tools by following technical directions (e.g., those found with graphic calculators and specialized software programs and in access guides to World Wide Web sites on the Internet.

Writing
Research and Technology

1.3 Use clear research questions and suitable research methods (e.g., library, 
electronic media, personal interview) to elicit and present evidence from primary and secondary sources.

1.4 Develop the main ideas within the body of the composition through supporting evidence (e.g., scenarios, commonly held beliefs, hypotheses, definitions).

1.5 Synthesize information from multiple sources and identify complexities and discrepancies in the information and the different perspectives found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents).

1.6 Integrate quotations and citations into a written text while maintaining the flow of ideas.

1.7 Use appropriate conventions for documentation in the text, notes, and bibliographies by adhering to those in style manuals (e.g., Modern Language Association Handbook, The Chicago Manual of Style).

1.8 Design and publish documents by using advanced publishing software and graphic programs.

Writing Applications (Genres and Their Characteristics)

2.3d Include visual aids by employing appropriate technology to organize and record information on charts, maps, and graphs.

Eleventh and Twelfth Grade

Writing
Research and Technology

1.6 Develop presentations by using clear research questions and creative and 
critical research strategies (e.g., field studies, oral histories, interviews, experiments, electronic sources).

1.8 Integrate databases, graphics, and spreadsheets into work-processed documents.

Writing Application (Genres and Their Characteristics)

2.6a Combine text, images, and sound and draw information from many sources (e.g., television broadcasts, videos, films, newspapers, magazines, CD-ROMs, the Internet, electronic media-generated images).

2.6b Select an appropriate medium skillfully, editing appropriately and monitoring for quality.

Listening and Speaking
Comprehension

1.1 Recognize strategies used by the media to inform, persuade, entertain, and transmit culture (e.g., advertisements; perpetuation of stereotypes; use of visual representations, special effects, language).

1.2 Analyze the impact of the media on the democratic process (e.g., exerting influence on elections, creating images of leaders, shaping attitudes) at the local, state, and national levels.

1.3 Interpret and evaluate the various ways in which events are presented and information is communicated by visual image makers (e.g., graphic artists, documentary filmmakers, illustrators, news photographers).

Speaking Applications (Genres and Their Characteristics)

2.4a Combine text, images, and sound by incorporating information from a wide range of media, including films, newspapers, magazines, CD-ROMs, online information, television, videos, and electronic media-generated images.

2.4b Select an appropriate medium for each element of the presentation.

2.4c Use selected media skillfully, editing appropriately and monitoring for quality.

Implementation Plan

Measurable Objective

1. All Travis classrooms will be wired to have Internet access
2. All Travis students will have equal access to at least ten networked computers for research purposes via Library/ Media Center  
3. All 4^th – 12^th grade classrooms will have access to at least one networked computer by June, 2001
   • All K – 3^rd grade classrooms will have access to at least one networked computer by June, 2002
   • Each grade level/department will develop plans to have at least five laptop computers available for teachers and technology related class projects

Action Steps

1. Finish wiring Cambridge, Center, Foxboro, Scandia, Travis, Golden West, Vanden and Travis Education Center  
2. Use at least fifty percent of the library grant funds to buy networkable computers for the Library/ Media Center at all schools
3. Conduct Inventory of networkable computer equipment at each site to determine how many computers need to be purchased
   • Development of site technology plans and line item for technology in school budgets
   • Development of line item for technology in the District budget
   • Seeking grants

Timeline

1. Foxboro and Travis by June, 2000
2. Cambridge , Center, Scandia and Golden West by December, 2000
3. Vanden and Travis Academy by December, 1999
4. Center, Golden West and Scandia by January, 2000
5. Cambridge , Travis, Vanden, and Travis Academy by June, 2000
6. Foxboro by December, 2000
7. Inventory by March, 2000
8. Technology Plans for all schools by June, 2000
9. Technology line item budget By June, 2000
10. Ongoing grant writing
11. Have all required computers in place by January, 2002

Resources Needed

1. Information Services, Business Services, wiring contractors and volunteers from TAFB

   • Resources needed:

     • Allocation of funds for building the infrastructure

     • Alignment and inclusion of networking with modernization efforts

2. Information Services, Curriculum and Instruction, Principals and Library and Media Center teachers

   • Resources needed:

     • Allocation of grant funds

3. Superintendent, Information Services, Business Services, Curriculum and Instruction, 
   Principals and key teacher leaders

Evaluation

1. Functioning district wide network

2. Publication of students’ multimedia research reports on the District web site

3. At least 75% of Travis students will achieve 50% of technology related grade level standards in language arts by June, 2001
4. Publication of student reports on Travis’ web site
5. Parent opinion/feedback via interactive web site

For questions or comments about the Information Services Site,  Please contact lsalerno@travisusd.k12.ca.us