AMERICAN INTERNATIONAL SCHOOL OF ROTTERDAM
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JUNE 2011
PLAN OVERVIEW: 2011-2015 2011- Create essential conditions 2011- Pilot 1:1 with Grade 6 2012- Upgrade classrooms 2013- 1:1 expands to HS 2013- Upgrade classrooms 2014- Full 1:1 Implementation 2014- Upgrade classrooms 2015- Create new ICT Strategy
ICT STRATEGY IMPLEMENTATION The Vision of the American International School of Rotterdam The American International School of Rotterdam is essential to the success of Rotterdam as an international community. AISR serves its students and families as a school for maximizing individual success. AISR students are balanced citizens; they know the world and care about it. The Mission of the American International School of Rotterdam The American International School of Rotterdam is a non-profit, high quality English language resource providing education for students of all ages. We welcome families from all over the world and integrate students from different language groups and educational levels. In the atmosphere of a small school, we know our students well. We develop and support the talents we discover through stimulating academic programs, athletics, and the arts. We teach the values of global citizenship, through community service. Our school is a community of respect.
In pursuit of the American International School of Rotterdam’s Vision and Mission, becoming a forerunner in the field of educational technology is crucial to serving the students and families in the international community of Rotterdam. Through our effective implementation of this strategic initiative, we aim to provide modern, digital tools to all learners in our AISR community. The success of this program is based on establishing the following vision and essential conditions in our Information and Communications Technology (ICT), through a clearly established ICT Team and through reflective administration. Information and Communications Technology Vision
At the American International School of Rotterdam, we believe in challenging our students to become balanced, global citizens in an increasingly social and digital age. We use Information and Communication Technologies to: • Enrich student learning opportunities and maximize individual success • Streamline and strengthen administrative processes and support systems • Foster communication between the school and the community AISR can realize this vision through creating essential conditions in which the use of technology is available, consistent, effective, powerful, and well-supported (See Creating Essential Conditions). AMERICAN INTERNATIONAL SCHOOL OF ROTTERDAM
ICT DIVISIONS: To streamline our support systems, the responsibilities of the Information and Communications Technology Team are delineated below. Clarification of these responsibilities and effective distribution of these tasks is key to implementing the ICT Strategy proposed. Asset/ Investment Management Inventory Tracking/Reservation System Software Licensing Ordering Circulation and Oversight of Shared Resources
Infrastructure Maintenance Network/ Internet Connectivity Server and Data Storage
Administrative Support Front Office Support Business Office, Finance Database, SIS Maintenance
Instructional Technology Tech tools for classrooms Supporting Software Teacher Education Student Education Parent Education Providing Content for Webtools (Facebook, Twitter)
End-User Support/Help Desk Trouble Shooting Repairs
Community/Parent Support Reporting Providing Access to Webtools Website and WebTool Maintenance Providing Support to Board/PTSA
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AMERICAN INTERNATIONAL SCHOOL OF ROTTERDAM
JUNE 2011
CREATING ESSENTIAL CONDITIONS Vision Policies Leadership Community
Planning
Evaluation
Funding
For Students
Access for all
Curriculum IT Support
Personnel
For Teachers
SHARED VISION
Proactive leadership in developing a shared vision for educational technology among all education stakeholders including teachers and support staff, school and district administrators, teacher educators, students, parents, and the community Recommended Action: Form an ICT Board Committee with representation from all stakeholders. Committee should meet in accordance with Board Policy. (19/4 Board Meeting- ICT Committee will be formed in SY 2011-12) Associated Funding: None.
EMPOWERED LEADERS
Stakeholders at every level empowered to be leaders in effecting change Recommended Action: Using responsibilities described in the ICT Divisions, create ICT Team with clear expectations and job descriptions. Associated Funding: Staffing costs to fill necessary positions (see ICT Divisions).*
IMPLEMENTATION PLANNING
A systemic plan aligned with a shared vision for school effectiveness and student learning through the infusion of information and communication technologies (ICT) and digital learning resources
MISSION: CREATING ESSENTIAL CONDITIONS To achieve our mission of challenging students in a global, digital age, it is essential to create conditions in which ICT resources would be best used to create meaningful learning experiences for our students and our teachers. To ensure the maximum benefit from investing in such engaging instructional tools such as interactive classrooms and a 1:1 program, the infrastructure and support systems must be able to support such an investment. Program Considerations Initially requested funds focused on classroom interactivity and 1:1 deployment. Properly initiating this strategy would require additional funding to create the essential conditions described.
Recommended Action: This Strategy Initiative is the first step in aligning ICT with initiatives to improve school efficiency and student learning. Implementing curricular changes with technology tools further solidifies this alignment. Providing meaningful professional development opportunities to teachers, along with providing modern digital tools is vital to school effectiveness. Associated Funding: Purchase and implementation of curricular and digital learning resources (funded through Strategic Initiatives 1.2 and 1.4).* Professional development for teachers in the effective teaching and the use of digital tools is currently funded through .4 FTE for SY 2011-12.*
CONSISTENT AND ADEQUATE FUNDING
Ongoing funding to support technology infrastructure, personnel, digital resources, and staff development Recommended Action: Significant (and sustained) investment in digital resources is a Strategic Initiative. Before such an investment is made. additional funding and staffing for ICT support services must be made available. Balanced spending in infrastructure, personnel, professional development, and digital tools will lead to an effective and sustainable technology program. Associated Funding: Consistent funding is required for infrastructure, staffing (as specified in ICT Divisions), and resources. Our infrastructure, particularly internet connectivity and data storage, are in need of significant upgrades (See Infrastructural Costs and Detailed Plans). Aside from infrastructural reinforcement, we have currently allotted for .6 FTE for technology personnel (including IT support and professional development), which has proven inadequate for the current demand. Adequate personnel funding is essential. Additionally, our digital resources are deficient. Consistent funding is necessary to provide modern tools to teachers and students.
EQUITABLE ACCESS
Robust and reliable access to current and emerging technologies and digital resources, with connectivity for all students, teachers, staff, and school leaders Recommended Action: Aside from the purchase of additional hardware, our internet connectivity requires an upgrade (see Infrastructural Costs and Plans). Additionally, access to resources through our Virtual Learning Environment (VLE), Studywiz, is not effectively utilized because of program limitations. The ICT Team and Board Committee should examine options to replace the VLE currently used (see ICT Recommendation: PowerSchool). Associated Funding: Infrastructure Costs and purchase of PowerSchool, SIS.* Purchase of digital resources, as described in this initiative.
SKILLED PERSONNEL
Educators, support staff, and other leaders skilled in the selection and effective use of appropriate ICT resources Recommended Action: In addition to the formation of the ICT Team, an ongoing plan must be developed to provide teachers, support staff, and administrators with Professional Development in using technology as a management, instructional, and assessment tool. Associated Funding: PD Training/Staff accounts for .4 FTE for SY 2011-12.* AMERICAN INTERNATIONAL SCHOOL OF ROTTERDAM
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AMERICAN INTERNATIONAL SCHOOL OF ROTTERDAM
PROFESSIONAL LEARNING
Technology-related professional learning plans and opportunities with dedicated time to practice and share ideas
Recommended Action: An annual PD plan should be created with specific technology standards and expectations. Teachers must be given dedicated time to create and collaborate on effective technology-related lessons. Associated Funding: Cost for PD Training/Staff- .4 FTE for SY 2011-12* Cost of ISTE Membership- None Cost of Atomic Learning Membership- 600 EUR*
TECHNICAL SUPPORT Consistent and reliable assistance for maintaining, renewing, and using ICT and digital learning resources Recommended Action: Using responsibilities described in the ICT Divisions, create ICT positions with clear expectations and job descriptions. We have currently allotted for .2 FTE for technology support, which is inadequate for supporting our current level of technology. Upgrading our level of technology will require an increase in staffing. Associated Funding: Increase external IT support from 0.2 FTE to 0.4 FTE, with an approximate increase of 30,000 EUR (all-inclusive).*
CURRICULUM FRAMEWORK Content standards and related digital curriculum resources that are aligned with and support digital-age learning and work Recommended Action: Implement the use of technology in accordance with curricular decisions: International Primary Curriculum (IPC) Standards in Early Elementary and Elementary; International Middle Years Curriculum Standards in Middle School; International Society for Technology in Education (ISTE) Standards in Upper School and Faculty and Staff. See ICT: Curriculum Standards. Associated Funding: Providing in-common planning and development time for teachers. Associated curricular training costs: IPC Membership (purchased)* IMYP Membership (funded through Strategy 1.2)* ISTE Membership- None
STUDENT-CENTERED LEARNING Planning, teaching, and assessment is centered around the needs and abilities of students Recommended Action: Implement the use of technology in accordance with curricular decisions. Create teacher planning time within the current schedule. Associated Funding: Providing in-common time for teachers requires effective scheduling, at minimal cost (estimated 2,000 EUR).*
ASSESSMENT AND EVALUATION
Continuous assessment, both of learning and for learning, and evaluation of the use of ICT and digital resources
AMERICAN INTERNATIONAL SCHOOL OF ROTTERDAM
JUNE 2011
Recommended Action: Utilize technological resources as a tool for continuous assessment of and for learning through Measures of Academic Progress testing. The ICT Board Committee and ICT Team should continually evaluate this strategic initiative, as well as the use of ICT and resources. Associated Funding: NWEA Measures of Academic Progress Testing (purchased)*
ENGAGED COMMUNITIES Partnerships and collaboration within communities to support and fund the use of ICT and digital learning resources Recommended Action: Strategic Initiatives 2.2.1 and 2.4 establish partnerships between the school and important corporate entities in the Rotterdam area, through the creation of a corporate incentive/discount program. Establishing and maintaining these partnerships could lead to additional funding for our technology initiatives. Associated Funding: Funding based on needs associated with Strategic Initiative 2.2.1.*
SUPPORT POLICIES Policies, financial plans, accountability measures, and incentive structures to support the use of ICT and other digital resources for learning and in district school operations. Recommended Action: Policies and financial plans regarding the use of technology should reside with the ICT Board Committee, after its formation. Annual Learning Plans and administration hold teachers accountable to goals regarding the use of technology for learning. Incentive Structures include the distribution of more expensive technologies by application and the targeted professional development in tech-training to be adjusted to best fit each teacher. Associated Funding: Purchase of additional digital resources (detailed below).
EXTERNAL CONTEXT Policies and initiatives at the national, regional, and local levels to support schools and teacher preparation programs in the effective implementation of technology for achieving curriculum and learning technology (ICT) standards Recommended Action: While AISR is a self-contained institution, external support for ICT implementation includes guidance and resources from IPC, IMYP, and ISTE. Additional technology standards set externally include the recently implemented Measures of Academic Progress (MAP) testing and its potential for utilizing technology to achieve curriculum standards. Associated Funding: IPC Membership (purchased)* IMYP Membership (funded through Strategy 1.2)* ISTE Membership- None MAP Membership (purchased)* *Not funded through Strategic Initiative 1.4
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AMERICAN INTERNATIONAL SCHOOL OF ROTTERDAM
JUNE 2011
INTERACTIVE CLASSROOMS Introducing interactive opportunities into our classrooms is essential for developing best practices in digital teaching and learning. While the 1:1 proposal focuses on the Vision upper school at AISR, upgrading classrooms to include modern, interactive equipment will benefit every level in our school. During the SY 2011-12, we will trial Policies Leadership four possibilities: interactive whiteboards, interactive projectors, iPad/Television Community Planning interactive set-ups, and multi-touch interactive screens. Prior to budget-planning for SY 2012-13, we will select one school-wide platform for interactive learning. As we secure funds for the purchase of interactive systems, teachers will be invited to apply Evaluation Funding for the use of new systems in their classrooms. Below are the four options we will explore this year. For Students Access for all 2011-12 Expenditure is covered by funding already allotted through strategic budget.
Curriculum
Personnel For Teachers
IT Support
ESSENTIAL CONDITIONS Equitable Access
Materials will be distributed through an application process. Once funds are made available for the following school year, teachers apply for interactive investment in their classrooms.
Skilled Personnel and Ongoing Professional Learning
Teachers will be provided with professional development opportunities and push-in support to develop the skills in working with their interactive system.
Technical Support
Provided the necessary funding to increase staffing for the ICT team, appropriate, on-site technical support is available for these systems. Depending on the sourcing for these items, technical support can be purchased from the companies providing the equipment at an additional cost.
Curriculum Framework Interactive boards allow us to take advantage of incredible (and low-cost) digital resources that are not currently fully utilized, given our current limitations.They would challenge students to learn using digital-age tools.
Student-Centered Learning
Aside from its kinesthetic appeal to learners, effective interactive learning provides immediate feedback during learning, affords opportunities to explore in a hands-on environment, and appeals to the digital learners in our classrooms.
Option 1
Interactive Whiteboards
An interactive whiteboard is a multi-component set up, with an LCD projector, an interactive element that attaches to a basic white board. Interactivity is accessed on the board, using the pen and remote track pad. Classroom Set Up: Teacher Laptop/iPad LCD Short-throw Projector White Board eBeam Engage (with speakers) Hand-held trackpad and keypad eBeam Engage Stylus Connecting Station/Dock *Document Camera Software: Requires use of Liduina and eBeam Scrapbook. Mac-friendly. Cost Breakdown: Per Classroom: 2800 EUR Based on estimated life of 4000 hours (maintenance free), plus 4000 hours. Two-year bulb replacement. Positive Reactions: The remote trackpad and keypad allows greater teacher movement throughout the classroom. Student interactivity can be both “at the board” or “in the seat”. Concerns: Although interactivity is now mobile with trackpad, interactivity is single-user. Light-sensitive projection means compromised visual quality. Must use the pen (more difficult for younger students who are still developing fine motor skills). Maintenance and bulb costs.
Option 2
Interactive Projectors
An interactive projector eliminates the needs for a separate interactive element, as the interactivity is built directly into the projector. The reduces the pieces of equipment necessary to achieve interactivity. Classroom Set Up: Teacher Laptop/iPad Interactive LCD Projector Interactive Pen White Board Speaker System Connecting Station/Dock * Document Camera Software: Open system. You can choose to utilize multiple interactive options, or none. Cost Breakdown: Per classroom: 3100 EUR (actual retail price 1200 EUR) or 3700 EUR (with support) Based on estimated life of 4000 hours (maintenance free). Another 4000 hours. Two-year bulb replacement at an estimated 350 EUR. Positive Reactions: 13 points for calibration, rather than 9- making it more precise. Concerns: Tethered interactivity. You can only use the interactivity from the board or the computer. Interactivity is single-user. Light-sensitive projection means compromised visual quality. Must use the pen (more difficult for younger students who are still developing fine motor skills). Maintenance and bulb costs.
AMERICAN INTERNATIONAL SCHOOL OF ROTTERDAM
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AMERICAN INTERNATIONAL SCHOOL OF ROTTERDAM
JUNE 2011
Option 3
Option 4
Recent developments with the iPad 2 mean wireless connections to HDTV, using the AirPlay App. Future developments could mean more is available wirelessly, changing the dynamic and movement of the interactive classroom. Multiple iPad users can project to the screen.
This is the most forward-looking approach to interactive classrooms.
Televisions (iPad)
Classroom Set Up: Teacher Laptop/iPad Connecting Station/Dock for laptop Whiteboard or wing system Pen element HDTV (55” or larger) Software: Jot! Live Sharing (released 26/04/11) or other iPad Whiteboard Software. Cost Breakdown: Per classroom: 2,000 EUR Based on estimated life of 60,000 hours (maintenance free). Positive Reactions: Inexpensive option, as HDTVs continue to decrease in price. Better picture than light-sensitive projection. Concerns: This option is only interactive if the iPad is the 1:1 deployment option. Currently AirPlay allows wireless screening of photos, videos, and music to the television (even possible to stream live video from iPad 2 camera, like a document camera). Other iPad applications are beginning to develop online connectivity (see Jot!). No “at screen” interactivity, however, anyone with an iPad and the necessary apps can interact from their iPad.
AMERICAN INTERNATIONAL SCHOOL OF ROTTERDAM
Touch Screens
Classroom Set Up: Teacher Laptop/iPad Connecting Station/Dock for laptop 55” LED Touch Screen with Sound Connecting Station/Dock Whiteboard or wing system * Document Camera Software: Open system. Interactivity is best utilized when combined with education software such as RMEasyTeach. Cost Breakdown: Per classroom: 5,000 EUR (if bought as three) Based on estimated life of 40,000 hours (maintenance free). Positive Reactions: Incredibly user-friendly. Multi-touch capability means that multiple users can work at the same time. No pen required. AISR would be setting the trend for interactive learning in our area, as interactive whiteboards dominate the educational arena in the Netherlands. Adjustable levels for student use. Table option replaces the water, sand tables for exploratory learning in the early years program. Concerns: Expense. Document Cameras are required in the situation where iPads are not purchased for teachers/students. Teachers who prefer a standard document camera can utilize classroom funds.
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AMERICAN INTERNATIONAL SCHOOL OF ROTTERDAM
Vision Policies Leadership Community Planning Evaluation
Funding
For Students Access for all IT Support Curriculum Personnel For Teachers
ESSENTIAL CONDITIONS Equitable Access
A single-platform program means that all students would have access to the same software.This equitable access would empower teachers to challenge students on digital projects at home, as well as at school. Additionally, our current system does not provide access for all students, given the limited resources we have.
Curriculum Framework
A 1:1 program puts digital curriculum resources that are aligned with and support digital-age learning and work into the hands of each student.
Student-Centered Learning
Access to an individual learning platform allows teachers to plan, teach, and assess based on needs and abilities of students, without the barriers that currently exist with access to resources and multi-system users.
Assessment and Evaluation
Providing a learning platform for each student means accessibility to resources and materials that can be used for continuous assessment, both of learning and for learning.
JUNE 2011
1:1 PROGRAM In a 1:1 program, each student is assigned an individual digital platform to support their learning. The decision to introduce a 1:1 program is multi-layered, including the choice of platform, the method and schedule of distribution, the level of student accountability, and the asset management involved in the distribution and retirement of hardware associated with the program. Evaluating the decisions made and making appropriate adjustments to this strategic initiative should fall to the ICT Team and Board Committee. The implementation of a 1:1 program would require the strengthening of our current ICT infrastructure and support systems. The purchase of additional equipment means increased demand on our current services and support which requires attention to make a seamless transition to a 1:1 environment. Our infrastructure should be further developed to meet that demand. In the SY 2011-12, AISR will pilot a 1:1 laptop program with Grade 6 students. With this opportunity, we will be able to evaluate the effectiveness of a 1:1 program at AISR. Because staff familiarity rests with the use of laptops (both from professional use and the use of mobile labs already available), the introduction of laptops would require minimum teacher preparation for immediate student use. Additionally, as this pilot program coincides with the implementation of the International Middle Years Curriculum, Grade 6 teachers of all disciplines have in-common planning time twice quarterly, affording the necessary time to reflect on best teaching practices for curriculum and laptop implementation. Grade 6 is the only group of teachers that will be have the opportunity to meet as a multi-disciplinary, grade-level team with structured, scheduled frequency. During the 2011-12 school year, the ICT Team and the Board Committee will receive regular updates on the progress and successes of the 1:1 program, along with lessons learned for the possible future plans. The decision to move towards full implementation should be made prior to the submission of the 2012-13 SY budget, to ensure consistent and adequate funding.
2011-12 Expenditure is covered by funding already allotted through strategic budget.
Option 1
BYOD (bring your own device)
This is essentially our current provision for individual learning devices. Students can bring in their personal devices and receive wireless connectivity to utilize in lessons. Cost Breakdown: Maintenance of three computer labs (Media Lab, Elementary Lab, Mobile Lab) Should be replaced on a three year cycle. Elementary and Mobile Labs are due for replacement. Lab replacements average around 20,000 EUR. Positive Reactions: This approach could be coupled with moving towards one common learning device. As our 1:1 roll-out will be coupled with curricular changes, not all grade levels will receive a schoolissued devices at once. In the meantime, students can bring their own devices to maximize technology-based learning opportunities. Minimal costs for school. Concerns: Having multiple operating systems, different machines, applications that are specific to machines means that learning activities are limited to those available as web-based activities or launched on a VLE, especially iPad apps. Students who cannot afford their own device would not have a digital tool regularly available.
Option 2
iPads
iPads are a lower-cost, mobile option for providing a learning platform to our students. Providing basic software apps for students (Pages, Numbers, Keynote, and iLife applications) would empower students beyond internet and word-processing and provide mobile learning opportunities that translate well for our digital learners. Cost Breakdown: Per student: 32 GB WiFi iPad + AppleCare Cost per Student: 725 EUR (including software) Supporting Materials: 3,000 EUR (additional chargers, keyboard docks) Positive Reactions: The appeal of the iPad solicits immediate positive reactions. The constant improvement and availability of the iPad itself, along with innovative apps means a learning platform that changes with the digital time. Additionally, very few schools in the Netherlands provide iPads to learners, making this a unique selling point for AISR. Concerns: While we can create an initial image for iPad usage (give students access to the apps and tools needed), it is ineffective to manage those images, like we currently do with laptops. The resulting challenge is providing paid apps to students during the year, as teachers discover more ways to leverage the iPad for optimal learning. Memory limited to 32 GB.
AMERICAN INTERNATIONAL SCHOOL OF ROTTERDAM
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AMERICAN INTERNATIONAL SCHOOL OF ROTTERDAM
JUNE 2011
Option 3
Option 4
Distribution of MacBooks for each student would capitalize on student familiarity with Mac operating systems and our current resources.
Providing a system that supports both iPad and laptop, through student/family choice. AISR would provide the platform of choice.
Laptops
Cost Breakdown: Per student: Apple MacBook 13-inch + AppleCare Cost per Student: 1100 EUR (including software) Supporting Materials: 5,000 EUR (chargers, headphones) Positive Reactions: Teacher training would be at a minimum, as they currently are assigned the same laptops and are already users. Professional development would then focus on utilizing laptops for learning the classroom, rather than how to utilize the hardware. Concerns: None.
Hybrid
Cost Breakdown: Cost per student: Dependent on choice. See Laptop estimates as the most costly possibility. Positive Reactions: Student choice could allow for further maximizing individualized student successes. Concerns: Having multiple operating systems, different machines, applications that are specific to machines means that learning activities are limited to those available as webbased activities or launched on a VLE, especially iPad apps.
Curriculum-based 1:1 Program Distribution To better leverage digital resources as a tool for quality learning, it is essential that our integration of technology be embedded into our curriculum. Our curriculum-based 1:1 distribution plan is designed to synch with our new curricular programs in the middle (IMYC) and high schools. As SY 2011-12 welcomes the IMYC program in Grade 6, these students will be the first to benefit from our 1:1 program. Grade 6 teachers will be implementing this collaborative curriculum as a team and will be given time to plan for and assess interdisciplinary classroom learning. Students in Grade 6 will utilize their laptops to engage, to create, to communicate and collaborate, to think critically, to solve problems, and to use technolog y effectively and productively (see ICT Curriculum and Standards). During the SY 2011-12, teachers in the high school will be working to develop a curriculum that addresses students’ needs and that incorporates the ISTE Nets-S standards (see ICT Curriculum and Standards). The 1:1 program will be introduced in Grade 9 during SY 2012-13, as result of their developments. The 1:1 program will continue to mirror the implementation of new curriculum standards, in accordance with the schedule here.
Accelerated 1:1 Program Distribution Our Accelerated 1:1 Plan focuses on deploying laptops to all students in the middle and high schools immediately following the successful implementation of the Grade 6 Pilot Program in SY 2011-12. An immediate implementation program would capitalize on our current, more stable financial situation and would allow us to attain a high level of technology integration with relatively low spending in next two school years. Distribution to the entire upper school would ensure an inclusive element in the program, further highlighting our focus that laptops are essential tools for learning.
AMERICAN INTERNATIONAL SCHOOL OF ROTTERDAM
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AMERICAN INTERNATIONAL SCHOOL OF ROTTERDAM
JUNE 2011
1:1 ACCOUNTABILITY AND MANAGEMENT Accountability
Asset Management
In addition to the ICT Board Committee and the ICT Team, teachers, students, and parents share in the responsibility of maintaining the learning resources at AISR and the expectations within our Community of Respect. With a 1:1 program, more costly materials will be made available to students from ages 10-18. To ensure a level of accountability and responsibility for these resources, it is necessary to establish a system by which students and families share in the cost of these items. Either through a technology fee or the purchase of insurances, having a financial stake in the 1:1 program may encourage more responsible use of technological resources. In terms of digital behaviors, students are held accountable to the COR expectations, developed specifically for the use of technology. In cases where students do not adhere to the Golden Rules for Technology, appropriate disciplinary action will be taken. Examples of such behavior include cyber-bullying and accessing inappropriate material online.
The distribution of resources for our 1:1 program are detailed above. Students should receive a new iPad/laptop when they arrive at the school, or enter into Grades 6 or 9. For static students in the upper school, they will receive a new iPad or laptop on a three-year cycle. Monitoring this system requires expertise in asset management and circulation. Complications to this system include the fact that AISR is a transient, ever-changing community. We will inevitably deal with students leaving the school before their three-year cycle is complete. For these situations, the options are to return the iPad/laptop to a school-wide “repair” pool (allowing students to swap their malfunctioning iPad for a temporary use one until repairs are completed) or a buy-out program. A buy-out program would allow for students to take their learning platforms with them, when they transition to a new location or school. It would also prevent the accumulation of older, out-dated equipment at school, and would allow for the 1:1 program to generate income (albeit small). The specifics of a buy-out or retirement program need to be thoughtfully developed by the ICT Board Committee and the ICT Team.
Average Laptop Insurance: 350 EUR for 36 months Average iPad Insurance: 275 EUR for 36 months Proposed Technology Fee: 90- 100 EUR annually
*The details of an accountability program and an asset management program should be developed during SY 2011-12, with collaboration between the ICT Team,and Board Committee, the Administration, and the Business Office.
MOVING FORWARD
“If we teach today as we taught yesterday, we rob our children of tomorrow.”
Vision Policies
John Dewey
This document sets out not only the ways in which technology might be deployed at AISR in the coming years but the preconditions in ter ms of teacher commitment and accountability. Whichever route, combinations of destinations and levels of expenditure are chosen, a few things remain clear: Technology can be implemented in our school. Technology must be implemented in our school.
Leadership
Community
Planning
Evaluation
Funding
For Students
A failure to act in some measure on these initiatives confines our school to educational backwaters and eventual obsolescence within a short space of time. Let the last word come from one of our consumers: the future, after all, belongs to them: “The need to know the capital of Florida died when my phone learned the answer. Rather, the students of tomorrow need to be able to think creatively: they will need to learn on their own, adapt to new challenges and innovate on the fly.” Anthony Chivetta, High School student in Missouri, USA
To take advantage of the interactive nature of this proposal, please visit the following website: http://web.me.com/elizabethmarsh/AISR_Strategy_Proposal/Vision.html
Access for all
Curriculum IT Support
Personnel
For Teachers
ICT STRATEGY: ICT BOARD COMMITTEE Jona Fieggen and Steve Hartig
MINI TECH TEAM Ruud Temminck, Jeff Holcomb, Alison Lipp, Sara Moroney, Phil Krumrei, Rick Faling
STUDENT SUPPORT Grade 7, Media and Publications
TEAM LEADER
User Name: aisrboardstrategy Password: a!srboardstrategy
Elizabeth Marsh
DIRECTOR Graham Gamble
AMERICAN INTERNATIONAL SCHOOL OF ROTTERDAM
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