Recommendation Two:
Provide more convenient and consistent access to instructional technology, communication technology and office materials.


Role Group Strategies:

Serve on committees and engage administrators in powerful conversations related to technology needs and infrastructure.

Prototype School Design Clearinghouse
Department of Public Instruction, NC – School Clearinghouse
This site describes the design information for Southside High School, in New Bern, North Carolina. In this school, the communication and cabling system is built around the Tek-Net interactive information retrieval system, allowing classroom connections to all media-located information, including cable TV, DVD, VHS, Channel 1, and distance learning facilities.

Reinventing Education Change Toolkit
IBM (2002).
This toolkit, provided free of charge to anyone working in K-12 education, is designed to help school and district leaders to guide the school reform process.  The toolkit can be used to diagnose an environment for change, collaborate with members of a school change team, read real-life vignettes from education colleagues, plan a change initiative, and connect with educators worldwide.

Build Tech
Gross, Mark. Edutopia (June 2005)
Mark Gross provides strategies for better integrating technology into schools in ways that are central to the school’s mission. He addresses the use of technology to fix “pains” within schools, integration of school improvement plans and technology plans, technology that enhances learning communities, and operating costs.

Technology Tools
Kennedy, M. (2005). American School and University
This article discusses how new technology, beyond the personal computer, can enhance education. In particular, the author describes innovations in communication systems, library check-out systems, and interactive white boards.

Serve as a leader for the use of instructional technology in the classroom; participate in professional development related to using technology and encourage others to do so as well.

A “Fantastic Super” Use of Technology
Mary Scroggs Elementary School, Chapel Hill, NC

George Lucas Educational Foundation

This pre-K-5 school’s technology infrastructure supports use of the Internet, a daily closed-circuit school television news show, wireless laptops, computers in every classroom, and a range of software programs that have become an integral part of the school’s learning package.  Email is a common means of communication among teachers, administrators, parents, and students, and every Scroggs teacher has a web page that may include a daily or weekly newsletter, homework assignments, announcements, volunteer opportunities, student work, etc.

A High-Tech School with a Down-Home Feel 
George Lucas Educational Foundation (November, 2003)
San Pasquel Elementary School in Escondido, California is an old-fashioned looking complex, but inside the K-8 school is state of the art technology. Every classroom has multiple computers and most students in grades 6-8 use laptops. Teachers have access to technology for research, presentations, and communications, and technology controlling lights and termperature conserve energy and reduce costs.

One Teacher’s Story
George Lucas Educational Foundation
Lynne Sueoka
had been teaching for 20 years and had no experience with technology when it became her job to help other teachers learn how to use email. A decade later, she is now heavily involved in using technology for her teaching and providing professional development to other teachers around technology.  Sueoka works from the mantra, "content, then technology." Her philosophy is to let technology enhance curriculum and learning, not the other way around.

The CEO Forum
Interactive School Technology and Readiness Chart
The CEO Forum’s Interactive School Technology and Readiness (STaR) Chart is a self-assessment tool designed to provide schools with the information they need to better integrate technology into their educational process. The STaR Chart identifies and defines four school profiles ranging from the "Early Tech" school with little or no technology to the "Target Tech" school that provides a model for the integration and innovative use of education technology.

Teach for Tomorrow
Merit Network Incorporated
An interactive Web-based course to help K–12 teachers introduce Internet resources and activities into the classroom. Teachers learn Internet browsing, searching, and methods to structure student use of the Internet. The course can be used independently or with small group meetings led by a local facilitator. Graduate credit is available for the facilitator-led course. Some online materials and basic descriptions are free, but much of the training opportunities are fee-based.
Futurekids, Inc.
Futurekids, Inc. provides school technology solutions to help more than 2,000 schools use technology to improve classroom teaching and learning. These solutions also help schools ensure a high return on their technology investment, providing a comprehensive model of integration including technology planning and assessment, professional development training, K–12 curriculum, integration, etc.

Intel Educational Destination
Intel Innovation in Education initiative
The Intel® Innovation in Education initiative focuses on preparing today's teachers and students for tomorrow's demands. The goals of this initiative are: Improving science and math education in K–12, Improving the use of technology in classroom teaching, Broadening access to technology, and Encouraging more young people to choose technical careers. As part of this effort, the Intel Education Web site is designed primarily for teachers and technology coordinators. It provides information about Intel education programs as well as content and services that support science, math, engineering, and technology education.

The Path to Teacher Leadership in Techology
Sherry, L., & Gibson, D. (2002). Contemporary Issues in Technology and Teacher Education2(2).
This article outlines a four-stage professional growth model to develop teacher leaders who use technology to enhance teaching and learning. In addition to describing the model, the authors address where schools typically encounter problems implementing such a model and describes processes necessary for the systemic change encouraged by the model. Finally, the authors demonstrate how the theoretical model is embodied in practical applications with the Personal Learning Portal and Netseminar.

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