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ERIC ED461355: Oregon Educational Technology Plan. PDF

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DOCUMENT RESUME IR 018 413 ED 461 355 Oregon Educational Technology Plan. TITLE Oregon State Dept. of Education, Salem. INSTITUTION 1997-01-00 PUB DATE 46p.; Appendices not available from ERIC. NOTE Descriptive (141) Reports PUB TYPE MF01/PCO2 Plus Postage. EDRS PRICE Access to Computers; Access to Information; Computer DESCRIPTORS Assisted Instruction; *Computer Uses in Education; Curriculum Development; Educational Objectives; *Educational Technology; *Elementary 'Secondary Education; Government Role; Internet; Professional Development; Program Development; *Strategic Planning; Teacher Education; Technology Integration; *Technology Planning Action Plans; Connectivity; *Oregon IDENTIFIERS ABSTRACT The 1997 Oregon Technology Plan sets a course for Oregon and its Department of Education in using technology to improve student learning, manage resources, and increase accountability. It supports the integration of instructional and administrative technology to help achieve the goals of Oregon's school improvement plan. The Goals of the Technology Plan correspond directly to the four national technology goals intended to improve education by addressing issues of equipment, connectivity, instruction and professional development. After an overview of the Plan, each of the following goals is (1) All Oregon students and outlined in terms of progress and action plans: teachers will have access to appropriate technology including modern (2) Every school and classroom in Oregon will be connected to the computers; (3) Effective software and online learning resources will be an Internet; integral tool to support the school curriculum in Oregon; and (4) All Oregon K-12 teachers, administrators and staff will have the immediate and specific education and support they need to help students learn through technology including computers and the Internet. The remaining sections focus on: monitoring, evaluation, and reporting; oversight, staffing, and future directions; the budget; and guidance for Oregon local districts in preparing a technology plan. Three tables outline the phases of a model plan, and present a sample worksheet and sample table of contents for a district (1) Oregon Senate Bill educational technology plan. Appendices include: (3) ORS Chapter (2) Oregon Benchmarks; 994-Information Technology Policy; (4) Oregon Common Curriculum Goals, Content Standards, and Performance 329; 1994 Goals Technology Plan; (7) Open (5) 1992 Technology Plan; Standards; (6) (8) OITC Description; System Description and Technology Sub-Committee Report; (10) Fast Packet Contract; (9) Action Plan in Technology/Distance Education; (12) Innovative (11) Implementation of Telecommunications Act in Oregon; Engine Competition; and (13) TigerNet Model. (AEF) Reproductions supplied by EDRS are the best that can be made from the original document. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) El This documeni has been reproduced as received from the person or organization originating it. O Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Oregon Educational Technology Plan January 1997 Oregon Department of Education Public Service Building 255 Capitol Street, NE Salem, Oregon 97310-0203 (503) 378-8004 Fax (503)373-7968 Th PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY BEST COPY AVAILABLE 2 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 Overview of the 1997 Oregon Technology Plan I. Introduction The 1997 Oregon Technology Plan (the Technology Plan or the Plan) ' sets a course for Oregon and the Department of Education (the Department) in using technology' to improve student learning, manage resources, and increase accountability; it should be viewed as a working document that will undergo further development and revision over the next few months. The Technology Plan is also intended to provide a framework for Oregon school districts as they develop and implement their own technology plans. Districts, individually or in consortia through education service districts, should find the Technology Plan useful in their work. Additional help is available directly from the Department, education service districts, and the OPEN Instructional Technology Clearinghouse. Further information can be found at the Department's web site (http://www.ode.state.or.us). The Plan is based on Oregon's wider vision for use of technology, expressed in Senate Bill 994 enacted by the 1995 Legislative Assembly, which established state policy for using information technology to improve economic opportunities and the quality of life for all Oregonians (Appendix A). The Plan incorporates current state policies which are also reflected in the Oregon Benchmarks (Appendix B) for the use of information technology in education, as well as in health care, economic development and government services. The Technology Plan extends the state's vision with strategies for collaborative applications of technology to enhance learning opportunities inside and outside the classroom. The document's design is dynamic in response to the catalytic impact of continually developing technologies. Implementing the Technology Plan requires a process for developing, coordinating, and supporting the use of technological resources which are integrated with telecommunica- tions infrastructure. Further steps in developing the process are underway as part of NetYear97 and are addressed later in the Plan. 'This is a revision of the Oregon Statewide Technology Plan developed in Fall 1994 as part of the Oregon Department of Education Goals 2000 Proposal to the U.S. Department of Education. 2The word "technology" can vary in use and understanding. Basic toolspencils, chalk and blackboardsrepresent technology as does scientific equipment like scanning electron microscopes or geographic positioning satellite equipment. In the Technology Plan, technology (sometimes called high technology) broadly refers to systems as well as tools such as calculators, CD ROMs, computers, digital cameras, faxes, graphing calculators, Internet and other on-line services, laser disk players, laser printers, modems, multimedia, music synthesizers, optical character readers, robotics, quicktime movies, scanners, simulation software, telephones, and word processors. In the 21st century, technology will undoubtedly acquire even more interpretations, hence the intention of the Technology Plan is to include and respond to the breadth of the topic. Oregon Educational Technology Plan Page 1 2/20/97 3 Technology and the School Improvement Plan The Technology Plan supports the integration of instructional and administrative technology to help achieve the goals of Oregon's school improvement plan. School improvement in Oregon is guided by the Oregon Educational Act for the 21' Century, state legislation enacted in 1991 and later strengthened by the 1995 Legislative Assembly (Appendix C). See Figure 1. The goals of the legislation are to provide: A kindergarten through grade 12 education that demands excellence through a rigorous academic program; An education program that equips all students with the information and skills necessary to pursue the future of their choice; An educational environment that motivates students to pursue serious schOlarship; Experiences in applying knowledge and skills and demonstrating achievement; and Schools that provide all students with lifelong academic and other skills that will prepare them for the future. The Technology Plan is intended to promote these goals by: Providing all students with opportunities to use technologies to improve their learning by demonstrating content knowledge and performance related to statewide academic benchmarks; Providing high quality distance learning opportunities for all schools and communities to support rigorous curricula in core content areas; Providing opportunities for students to work with the business community and use state-of-the-art technology; Developing systems to profile individual student performance to report school, district, and state achievement; and Supporting timely and specific staff development and training opportunities for educational professionals. The Common Curriculum Goals and the content and performance standards for the Oregon Certificates of Initial and Advanced Mastery are the foundation for the school improvement envisioned in the Oregon Educational Act for the 21st Century (Appendix D). Maintaining a focus on the student content and performance standards that support the two certificates is an essential precondition to realizing the instructional aspects of the Technology Plan. With that focus, application of technology can provide a vehicle that will allow all students to learn and demonstrate their knowledge and skills to high levels. Oregon Educational Technology Plan Page 2 2/20/97 4 Figure 1 atlx Oregonian CIUMAMDMW 13M6.NtOPIMPLAAMYRWMAMIOIRSIONOn04,40 New academic peaks Certificate of advanced mastery at grade 12 In the spring of 2001. schools must offer seniors a chance to earn a certificate for Oregon students of advanced mastery, based on even higher standards and a demand that students specialize for two years in one of six broad career areas. Oregon today is scheduled to adopt higher academic standards for public Certificate of initial mastery at about grade 10 school students. The state will begin testing students on standards this spring To earn their certificate of initial mastery in 1999, high school sophomores must score 239 on state reading and math tests and 4 It will hold students and schools on state writing tests. They also must pass classroom English and accountable for meeting standards starting math assessments. Students must score 4 on all of them. Classroom in the spring 011999, when high schools must offer the certificate of initial math work samples must cover statistics,.probability, geometry and algebra. By 2003, the certificate wit require students to: mastery, a new credential for 10th-graders. The benchmark Demonstrate standards at grades three, Achieve standards five and eight serve as proficiency through local through state and assessments in a progress checkpoints classroom assessments second language and in English, math, to a certificate of the arts. science, history, civics, initial mastery. Demonstrate the geography and abilities to learn, think, economics. retrieve information, use technology and work effectively as individuals and in grouns. High ( , school diploma, I Extra support Students who fail to meet standards are entitled to extra time and help or alternative schooling. They also may move to another public school. Traditional high school diploma Students can still graduate by earning credits for a high Eighth-grade school diploma. But progress check because certificates Students must score 231 are based on high Fifth-grade on state reading and math standards, educators Third-grade progress check tests:4 on the slate writing expect them to confer Trailhead at kindergarten progress check Students must test and on classroom status that will appeal Teachers will immediately begin Students must score 215 on state English and math to ambitious students. achieve a score of teaching students with third-grade reading and math assessments. benchmarks in mind. The first 201 on state tests; 4 or better on benchmarks, which take effect in reading and math the state writing The scoring scale 1999, are for math and English. tests: 3 on a state test and on State math and reading tests are graded on a The state will add standards for writing test; and 4 classroom English scale of 0-300. Classroom work samples and science in 2000, social sciences on assessments in and math some state tests are graded on a 6-point scale, in 2001, arts in 2002 and a second English and math. assessments. with 3 defined as developing and 4, as proficient. language in 2003. DAN AGUAYO/ The (hegenia n Reprinted with permission of The Oregonian. Page 3 Oregon Educational Technology Plan 2/20/97 5 The Technology Plan supports developing opportunities for extensive use of technology in schools so that students can learn about and use these new tools to perform diverse tasks involving communication, problem solving, accountability, and other functions essential in the curriculum as well as in future careers. The Plan recognizes that educators who are unable to use available technology themselves are unlikely to help students effectively; therefore, the Plan emphasizes the importance of ongoing professional development. Full implementation of the Technology Plan depends on helping teachers choose the technology that is appropriate for the curriculum and the circumstances of their classrooms. Timely professional development thus becomes essential if the goals and objectives of the technology plan are to be achieved. In its support of the ongoing efforts toward school improvement in Oregon, the Technology Plan assumes that instructional technology will continue to be delivered through the same framework used for administrative technology. Such integration not only fosters multi-purpose use of existing and future telecommunications infrastructures, it demonstrates fiscal soundness. The Technology Plan recognizes that as the teaching-learning process moves beyond the physical limits of the classroom, the full range of administrative practices and procedures must also evolve to support all aspects of student learning from preschool through secondary education. See Figure 2. Figure 2 Technology Planning Finished? Begin again Page 4 Oregon Educational Technology Plan 2/20/97 6 Systemic and systematic statewide efforts to integrate instructional and administrative technology will increase the capacity of each district to give all students and teachers access to state-of-the-art technology including the telecommunications infrastructure. The Technology Plan is designed to further the ongoing participation of all partners in a process that will effectively apply technology to support student learning. Program improvement, and ultimately effective management and accountability, depends on the development of prudent uses of student data to ascertain if students are learning what is being taught. Data collection, recordkeeping and related information management must support and inform, rather than impede, effective instruction. Background to the 1997 Technology Plan For nearly 30 years, the Department has been working in partnership with local school districts and education service districts to build capacity to benefit from the rapid changes in computerized information and other technology through systemic and systematic approaches. Other partners, including businesses, have joined in this effort. In 1969, for example, a Business Task Force on Education developed a plan for the business and management functions of elementary and secondary education in Oregon. The task force, however, could not anticipate the rapid pace at which technology would change over the next 20 years. In 1992, the challenge of implementing Oregon's statewide school improvement plan led State Superintendent Norma Paulus to commission a new plan to address current and future needs. The plan rested on a fundamental belief that administrative and instructional technology systems must be developed as a single cost-effective and integrated statewide network. The Role of Technology: A Plan to Support ODE and 21st Century Schools proposed a series of recommendations including: data collection and reporting standards, technology standards, the upgrading and replacement of hardware and software, a statewide electronic communication system, a Department management information system, leadership training and staff development, and funding (Appendix C). These earlier efforts helped position the state to respond to an emerging federal focus on technology. In 1994, Oregon revised the 1992 Technology Plan, added a process for including instructional technology and submitted it as an integral part of the state's Goals 2000 Plan (Appendix F). Implementation of the 1992 and 1994 Technology Plans, carried out statewide by various cross-functional teams and task forces led by Department staff, has added to the state's progress in developing a statewide system. As an example, the Oregon Public Education Network (OPEN), which grew from a grassroots effort to formalized status in 1996, is a project of the Oregon Associated Education Service Districts. OPEN, whose mission is to enable all of Oregon's K-12 schools to participate in a coordinated information network, has built on successful regional networks to offer a wide range of educational services targeted for Oregon students and educators. These services include brokering telecommunications circuits to local districts to enable each school to be connected to the internet. OPEN provides _Oregon Educational Technology Plan Page 5 2/20/97 7 free Internet subscription. OPEN capitalizes on the existing technology capacities of 21 ESDs to provide the needed network for user access to telecommunications. Through OPEN, Oregon has initiated a process to enable all schools to make a connection in the most effective and low-cost manner possible. A steering committee with statewide representation guides operation of OPEN. (Appendix G) OPEN's Instructional Networking Group (OPEN_ING) is a consortium of teachers, library/media specialists, technology coordinators and professional development specialists working together to help other educators use technology in the most effective and efficient ways. OPEN_ING members work with the OPEN steering committee to improve professional services. OPEN_ING members initiated the OPEN web site providing access to instructional materials, lesson plans, professional development opportunities, programs and services, and links to Internet resources. The OPEN Instructional Technology Clearinghouse (01TC) was founded in 1996 through the support of the ODE. OITC is helping develop a support system for staff development and instructional technology in Oregon. OPEN_ING and Department staff provide technical oversight and support for OITC (Appendix H). Development of the 1997 Technology Plan Recent state and federal legislation including the 1995 revisions of the Oregon Educational Act for the 21st Century, the Improving America's Schools Act and Oregon Senate Bill 994 provided impetus for significant revisions to the 1994 Technology Plan. The Technology Plan was drafted and revised by representatives from each section of this Department to maintain a comprehensive vision and approach to the use of technology. Over the past year, the Department identified specific issues that needed to be addressed in the Technology Plan including the use of technology for instruction, to provide access and equity, to insure accountability and program improvement, to improve communication and to support effective and efficient management. In drafting the plan, ODE recognized that partnership with local school districts, ESDs, higher education, businesses and others must continue as the Oregon school system addresses the multiple needs related to achieving technology-related goals. The draft Technology Plan was reviewed by the Oregon 21st Century Schools Advisory Committee, a statewide representative body appointed by the State Board of Education and charged by the legislature with advising the Board on implementation of the school improvement program. Comments were solicited from the NetYear97 Education Task Force, OPEN_ING, Oregon Educational Technology Consortium (OETC), and all members of the statewide telecommunications forum listserve. In addition, the draft Plan 'was posted on the Department's web page for two weeks in December 1996 and was again circulated for further comment and posted on the web page in January 1997 before adoption by the Oregon Board of Education January 22, 1997. Oregon Educational Technology Plan Page 6 2/21/97 Needs, Goals and Objectives The primary goal of the state school improvement plan is markedly improved student achievement. To achieve that goal, the Department recognizes the importance of effective implementation of the technology plan which, in turn, depends on addressing the following technology-related needs in a timely manner: Technology for education and instruction: technology standards and policies are needed for school buildings and facilities, for student performance, for professional development, for use of technology for instruction including tutoring and professional development (e.g., educational television, Internet, distance learning), and to promote direct and immediate communication about new technology; Technology for meaningful education, equity and access: technology is needed to provide the bridge to information, communication, image media, problem- solving, and accountability to help all students reach high standards; Technology for accountability and program improvement: technology is needed to collect, use and report student financial and performance data from all education programs managed by the state or by local districts to assess progress, measure achievement, evaluate programs and plan. This information in turn generates other documents such as the assessment report, dropout report, and reports to the legislature and public that enable the state or local districts to comply with grant reporting and monitoring requests; Technology for communication: technology is needed to provide interagency communication within and out of state, for document preparation and delivery, communication with schools and districts, communication with other agencies and with the public (e.g., telephones, faxes, e-mail, Internet), and efficient and effective work at all levels of the school organization; and Technology for consolidated, effective, and efficient internal management purposes: technology is needed for effective school management, tracking dollars, providing internal communication, disseminating information in a timely manner, and for warehousing data. Oregon Educational Technology Plan Page 7 2/21/97 9 Oregon School Improvement Plan The Goals of the Technology Plan are general statements of the purpose or end result of the Plan. The Goals correspond directly to the four national technology goals intended to improve education across America by addressing issues of equipment, connectivity, instruction and professional development. The Objectives are more specific targets, selected as steps on the way to achieving each of the four Goals. The Objectives are grouped by Technology Plan Goals in Section II, Meeting the Goals and Objectives. The Plan sets out progress the state has made toward achieving each objective and identifies some of the specific steps that must be taken if the objective is to be reached. The Goals of the Plan are: All Oregon students and teachers will have access to appropriate technology including modern computers; Every school and classroom in Oregon will be connected to the Internet; Effective software and on-line learning resources will be an integral tool to support the school curriculum in Oregon; and All Oregon K-12 teachers, administrators and staff will have the immediate and specific education and support they need to help students learn through technology including computers and the Internet. Oregon Educational Technology Plan Page 8 2/21/97 0

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