Technology Plan 2013

Transcription

Table of Contents
Acknowledgements
3
I. General Mission Statement
II. Executive Summary
4
5
III. Conclusion
8
IV. Overview of the Three Phases
9
1. Phase One
(Begins August 2013 and Ends May 2014)
2. Phase Two
3. Phase Three
V. Details of the Three Phases
1.0 Phase One Responsibilities/Goals
9
2.0
Phase Two Responsibilities/Goals
14
3.0
Phase Three Responsibilities/Goals
22
VI. Appendix
VII. Budget for Diocese of Tucson Technology Plan
28
61
Acknowledgements
Sister Rosa Maria Ruiz, CFMM
Superintendent of Tucson Catholic Diocese
Tucson Diocese Technology Committee
July 2013
Andrew Erwin
Betty Fiori
Alma Garcia-Mejia
Mark McNeil
Veronica Morris
Brenda Ward
Linda Wong
July 2010
Tracy Cracchiolo – St. Cyril
Andrew Erwin – Yuma Catholic
Mark McNeil – Sts. Peter and Paul
Kay Shannon – Immaculate Heart School
Linda Wong – Immaculate Heart School
July 2007
Sister Leonette Kochan - Santa Cruz
Dale Scott - St. Joseph School
Kay Shannon - Immaculate Heart High
Leslie Shultz-Crist - St. Ambrose
Br Brian Trawick - San Xavier School
Dee Turner - St. Elizabeth Ann Seton
Linda Wong - Immaculate Heart Academy
July 2004
Tracy Cracchiolo - St. Cyril School
Jerry Diviak - St. Ambrose School
Kathie Leyva - Sts. Peter and Paul
Marilynn Sadowski - St. Cyril School
Kay Shannon - San Xavier School
Yuma Catholic
St. Anthony
St. Ambrose
St Peter and Paul
St. Elizabeth Ann Seton
St. Cyril
Immaculate Heart School
July 2001
Sister Janet Burkhart - San Xavier School
Buddy Ekholt - Immaculate Heart High
Michael Godin - Sts. Peter & Paul School
Robert Teso - Diocesan School Board
July 1998
Sister Janet Burkhart - San Xavier School
Buddy Ekholt - Immaculate Heart High
Michael Godin - Sts. Peter & Paul School
Laurel Irwin - Santa Cruz School
Colleen Prescott - St. Joseph School
Marilynn Sadowski - St. Cyril School
Margie Skull - Our Mother of Sorrow
David J. Sparrold, - Salpointe Catholic High
Tina Stachovic - Our Mother of Sorrow
I.
General Mission Statement
The world around us is rapidly changing and this dynamism is placing increasing demands on educational
institutions. The most responsive are exploring creative ways to work within their budgets while
preparing students for the 21st Century. The challenge for schools is two-fold. On the one hand, there is
the critical need to help students live and learn in a rapidly evolving technologic and media-driven
environment. On the other, there is the need to instill in students an ethical and moral compass that can
help them navigate their way through the personal and professional challenges that lie ahead.
The rapid development of emerging information technologies demands a pedagogical vision which
recognizes the need for life-long learning—an educational journey that also addresses the ethico-moral
dilemmas that arise not only in response to technical innovation but also to the many attendant societal
changes it engenders. Integrative life-long learning in both its informational and ethico-moral aspects has
become an essential concept for all those engaged in the educational process.
The Diocese of Tucson has embraced this learning concept and is committed to promoting this shared,
forward-looking vision as it continues to integrate new technologies into the academic curricula while
maintaining consistency with Catholic beliefs. Teaching is not just about communicating information and
imparting skills that allow students to use increasingly sophisticated digital tools, it means facilitating the
acquisition of knowledge by teaching students how to think critically and how to extrapolate and extend
what they learn in creative and empowering ways. As a result, the Catholic Schools of the Diocese of
Tucson will continue to carry out the educational objectives of its mission while also remaining open to
the fundamental changes and challenges that new information technology will bring into its educational
institutions.
The mission of the Department of Catholic Schools is to help our Catholic Schools in the Diocese create
the best possible learning environment to promote academic excellence, faith, and social service—goals
and aspirations that are integral to the life of every student. The Diocese will continue to develop and
update its plan to integrate a technology system of education that not only prepares students to meet their
individual challenges but also to become fully contributing members of their community.
To achieve the goals of the mission, the Diocese of Tucson is committed to maintaining a strong
academic common core curriculum including English, Reading, Mathematics, Science, History and
Government. In order to develop an integrated life-long learning framework, these core subjects must be
taught emphasizing innovative critical thinking and problem-solving skills on the individual level as well
as effective communication skills when students work collaboratively within teams. In our current
technology-driven environment, it is essential that we incorporate information literacy at a very high level
within our curricula.
The Diocese of Tucson is committed to integrating a technology-based system of quality education that
prepares students to meet the challenges of the 21st Century. This means that the schools will introduce
students to a multidisciplinary, technologically-infused learning environment that promotes higher order
cognitive and communication skills. The schools will also encourage administrators to adopt technical
tools to ensure more effective performance tracking and proactive management. Teachers will be
empowered to utilize new technologies that facilitate both the teaching and learning of core subjects. This
in turn will ensure that the students will have the life-long learning skills that will be needed in a rapidly
changing world. Integral to this learning process, the schools will continue to explore the moral and
ethical questions created by rapid technologic innovation within the framework of our Catholic beliefs.
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II.
Executive Summary
The Diocese of Tucson Technology Plan 2013 (Plan Update 2013) covers the planning period
from August 2013 through May 2016. It is founded on the premise that technology-infused
education will provide the means for our school administrators, teachers, and students to meet
the emerging challenges of the 21st Century. We all recognize that technology will increasingly
become an integral part our daily lives. Plan Update 2013 generally ascribes to the insights of
the International Society for Technology in Education as summarized in Essential Conditions
(2009) and the recommendations put forth by the U.S. Department of Education through its
National Education Technology Plan 2010.
Teachers are a critical component of this coming educational transformation and their
professionalism needs to be acknowledged. This educational metamorphosis depends on their
willingness and encouragement to continue their learning so that all of us can take this
transformational journey together.
Plan Update 2013 is the fifth update to the Diocese of Tucson’s initial three-year technology
plan issued in 1998. Each of the six technology plans covers a three-year period which is
subdivided into three phases each of which corresponds to a school year (August through May).
Plan Update 2013 is the latest overview of the Diocese’s continuing efforts to implement
innovative learning technology at 22 of its 23 schools which serve the seven counties of
Southern Arizona (refer to Appendix 1).
The mission of Plan Update 2013 is to establish guidelines to facilitate the increasing use of
technology in the learning environments of these schools. These updated guidelines are provided
to support the infusion of technology in curriculum development; to encourage administrators,
teachers, and students to become self-directed continuous learners; and to help prepare our
students to become responsible citizens in a rapidly changing, techno-global society. Plan
Update 2013 is directed toward Diocese of Tucson administrators and those responsible for
developing and implementing technology plans in our schools. Users of this plan update may
elect to identify additional resources and technologies not listed in this guide to better serve the
specific needs and learning expectations of their respective schools.
The initial process of developing Plan Update 2013 was to conduct a post-audit review of
Diocese of Tucson Technology Plan 2010 (Plan Update 2010) in order to assess how each of the
schools faired in meeting plan objectives. Each school completed the Diocese of Tucson
Technology Survey 2012-2013 (refer to Appendix 3). The survey assesses five performance
areas each of which has its own set of evaluative objectives:
1.
2.
3.
4.
5.
Diocese of Tucson
Infrastructure & Hardware
Connectivity, Planning, & Management
Education in Professional Development
Security & Policies
Integration of Technology as a 21st Century Skill
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The tabular results of the survey are summarized in Appendix 4. Results were based on a legend
of compliancy versus non-compliancy for each of the objectives under the performance areas,
Phase 1, Phase 2, and Phase 3 as specified in Plan Update 2010. Each of the 22 surveyed schools
received a calculated Grade Point Average (GPA) based upon their ability to address each of the
performance areas (refer to Appendix 2) It is recommended that all schools achieve a GPA goal
of 2.5 or higher for each of the performance areas given the three-phased timelines and
objectives specified in Plan Update 2010.
Review of the cumulative statistics indicates that of the 22 schools surveyed, 20 were in
compliance while two were in non-compliance (refer to Appendix 2). Of the compliant schools,
the average GPA for all performance areas was 3.4 with a range minimum of 2.5 and a
maximum of 3.8. For the two non-compliant schools, the GPA average was 2.1 with a range
minimum of 1.9 and a maximum of 2.2. The overall GPA average for all 22 schools was 3.3 and
this is consistent with the previous Update Plan 2010 survey where the overall average was also
3.3.
Further review of the surveyed data summarized in Appendix 4 indicates some noteworthy
results. The top level rank scored objectives and points of strength in the surveyed schools are as
follows:
1. Infrastructure & Hardware (+)
Functioning computers, a dedicated computer/media lab, computers in multiple classrooms,
usable printers, capturing devices, and hard-wired LAN.
2. Connectivity, Planning & Management (+)
Internet available, a maintained web site, wireless capabilities, inventory of tech equipment,
intra-school telecommunication systems, IT support, technology planning committee, online
system for grades/assignments, student information database, up-to-date technology plan, and
parental email communications.
3. Education in Professional Development (+)
Uses technology in the classroom, integrates technology in curriculum, integrates software
applications in subject areas of the curriculum, provides faculty training in technologies,
follows Diocese technology curriculum standards, and implements school-wide software for
specific curriculum needs.
4. Security & Policies (+)
Monitors internet activity, security in place to protect equipment, established IT policies,
firewall protection, antivirus/spyware/malware systems, an acceptable use policy, alternate
person for performance an security of network, established web site, use of internet content
filtering systems, and technology policies in school handbook.
5. Integration of Technology as a 21st Century Skill (+)
Strategic plan includes technology vision & provides technology resources for differentiated
instruction.
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Conversely, the lower rank scored objectives and major points of weakness and non-compliance
are as follows:
1. Infrastructure & Hardware (-)
Limited library book scanning systems
2. Connectivity, Planning & Management (-)
Limited evaluation plans for updating technology, limited student and faculty access to a
networked server.
3. Education in Professional Development (-)
Limited learning supplements with on-line classes & some students without electronic
portfolios.
4. Security & Policies (-) N/A
5. Integration of Technology as a 21st Century Skill (-)
Limited offering of alternative instruction with on-line e-instructions
Plan Update 2013 is subdivided into three phases corresponding to each of the three school
years. These phases may have multiple levels distinguishing early and advances stages of a given
school’s incorporation of learning technologies. It is the goal of each participating school to
achieve 75 percent compliance (attaining an overall GPA of 2.5) by the timelines specified in
Plan Update 2013. All schools must submit to the Superintendent of Tucson Catholic Diocese a
yearly technology plan that includes goals, a detailed inventory list of technology a status
evaluation form, and measureable outcomes by the use of their technology (refer to Appendix 5).
These documents are subject to committee review for compliance and for the sharing of
information for schools not in compliance. Schools with GPAs above 3.0 should be willing to act
as mentoring facilitators at the request of the Diocese. Those schools that have not yet satisfied
the requirements are suggested to seek funding through e-rate, technology grants, and Title
funds.
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III.
Conclusion
Our increasing reliance on technologic tools is proving highly consequential in our educational
institutions. For administrators, technology is providing tools to reevaluate management
structures to ensure teaching effectiveness, learning efficiency, and accountability. For teachers
and students, increasing use of digital resources will provide the means necessary to implement a
new model of interactive learning—a model that prepares today’s students for tomorrow’s world.
This interactive model leverages the use of innovative technology to transform how teachers
teach and students learn in our schools. Such technologies will be used to assess optimal learning
strategies, to measure and assess student performance, and to motivate students to apply what
they learn in a changing world. To achieve these objectives, our technologic investment in
education must be strategic. We need to ensure that this interactive learning model is fully
integrated into the curricula. We must also be committed to providing sufficient financial
resources so that its implementation can be sustained over time.
The challenges that lie ahead are in many ways driven by socio-economic forces that have their
roots in our historic past. These drivers are currently at play and they are already shaping our
future. Our students will need to compete in a rapidly changing, highly competitive global
economy and their understanding and creative use of appropriate technologies will give them the
skills needed to succeed. There is also the concurrent need to instill in students an ethical and
moral compass that can help them navigate their way through the personal and professional
challenges that lie ahead. For our students, the technological and the ethico-moral are integrally
related. Together they will help determine how today’s students will live and learn for the rest of
their lives.
The challenge for the Diocese is to leverage modern technology to create learning experiences
for students that will be relevant not only in their current daily lives but also in their fast
approaching futures. Technology should be utilized to provide students access to a wider range
of learning resources—more than what is commonly available in traditional classrooms.
Technology provides the means to connect our students to a wider range of “external educators”
who reside outside the classroom. Critical thinking, analytical inquiry, collaborative problem
solving, informational synthesis, graphical visualization, and multimedia communications should
be incorporated into all content areas of the core curricula.
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IV.
Overview of the Three Phases
1. Phase One (Begins August 2013 and Ends May 2014)
Phase One assesses the needs of infrastructure, hardware and software requirements, staff
development training, curriculum integration, security, and maintenance and evaluation
plans. This phase also includes an Internet component in the technology system and allows
for adjusting the current Plan to meet technological evolution several years from now. It also
considers the adequacy of content filters, firewalls, and addresses all security concerns.
Each school in the Diocese of Tucson will submit a formal three-year written technology
plan with yearly status update of progress of variation of their goals to the Diocese of Tucson
Superintendent of Catholic Schools.
It is the goal of each participating school to work toward a 75 percent (2.5 GPA) compliance
of Phase One.
2. Phase Two (Begins August 2013 and Ends May 2015)
Phase Two continues to address the needs for connectivity through school-wide networks,
integration of technology into classroom activities, implementing and supporting interactive
technology, and the continued training of staff to meet national technology standards.
of Phase Two.
3. Phase Three (Begins August 2013 and Ends May 2016)
Phase Three builds upon the previous phases to maintain the upgrading of software and
hardware, the instruction of students to meet national technology standards, and the
utilization of new technology in the meeting of administrative, classroom, and student
instruction needs.
of Phase Three.
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1.0
Phase One Responsibilities/Goals
1.1
The Diocese will:
1.1.1
Review, evaluate, and update the Diocesan Technology Plan.
1.1.2
Maintain and update a list of technology resources available in the Diocese
1.1.3
Serve as a source of information for schools in developing their technology systems so
that each school will be able to evaluate its technology plans and purchases to maximize
efficient development. This information may be used as a primary or supplementary
source for the school's principal and technology committee.
1.1.4
Assess and update or supplement Diocesan hardware and software to communicate and
function effectively in accomplishing Diocesan tasks.
1.1.5
Provide a technology plan template for site level planning and additional documentation
such as survey guides, inventory templates, needs assessments, and sample Acceptable
Use Policy Agreement
1.2
The Schools will:
1.2.1
Designate an Information Technology Support Technician or related IT business to:
a) Identify the hardware and software needs to provide solutions to technology
problems
b) Assist in the customization and adaptation of existing programs to meet users’
requirements
c) Provide technical support
d) Download and install software as needed
e) Connect users to networks and provide initial training in facilities and applications
f) Collaborate with vendors and programmers
g) Provide information related to hardware and software purchasing decisions
h) Provide personal assistance or self-help instructions in the use of equipment
i) Provide Internet support or technical support to users of the Internet and associated
computer hardware/software
1.2.2
Create/revitalize/continue a School Technology Committee that assists in advising the
principal to:
a) Create a committee with members that include but not be limited to: site
administrator (Principal or Vice Principal), technology coordinator/mentor,
representatives of instructional and non-instructional staff, and 1 - 2 parents
with objective technology knowledge and experience.
b) Create/update a formal three-year written School Technology plan with yearly
status updates of goals. See Appendix 5, Technology Plan Criteria, for complete
list of requirements.
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c) Establish standards guiding the school in achieving all phases of the
School Technology Plan.
d) Assist in the implementation of strategies to fund the school's technology
program and additional fundraising.
e) Advise on purchases of hardware, software and other technology equipment.
f) Meet on a regular scheduled basis as determined by needs of assessment
and implementation.
g) Assist, as needed, in the maintenance of technology equipment.
1.2.3
Inventory and reevaluate its current technology resources, which at a minimum should
include:
a) At least two computers in each elementary classroom (K-8) with the capability of
being networked.
b) Alternate media center or mobile computer lab.
c) If feasible, multiple labs in each high school (K-12): one lab for student and
teacher use plus one computer classroom lab or mobile lab with sufficient
computers to teach a computer curriculum. Each school must design a schedule to
effectively use the labs.
d) A multimedia presentation system with capabilities of displaying media for
educational use.
e) Provide/Continue to provide and update adequate security to protect the equipment,
resources and their appropriate use.
f) Facilities to allow for a Media Center/Library with enough computers to supply the
demands of circulation, cataloging, and information retrieval for students, faculty,
and staff.
1.2.4
Evaluate/Reevaluation plan of current infrastructure, such as availability of physical
space, telephone and electric line capacities, network cables, TV cables, wireless
networks, and fiber optic cable at the highest current standard, and related resources.
1.2.5
Access/Reassess the school’s technology budget.
1.2.6
Plan for funds needed to implement the technology system as outlined in the updated
School Technology Plan.
1.2.7
Integrate current software applications to develop specific skills, such as Skills for the
21st Century in the subject areas of the curriculum.
1.2.8
Provide regular teacher training and support with regard to new and existing hardware
and software, allowing them to become competent in using school technology.
1.2.9
Develop and update "Contracts of Acceptable Use" for technology and Internet
uses for students, staff and administration. (refer to Appendix 6)
1.2.10 Update the school's Handbook to reflect the school's policies and rules about
technology use.
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1.2.11 Provide a school-wide two-way communication (intercom or telephone) system for inter
classroom / administrative interaction.
1.2.12 Designate one person and an alternate as a backup to be responsible for the continued
performance and security of the network.
1.2.13 Provide regular and ongoing training for the administrators, staff, and teachers so that
they may effectively use the network and any new technology.
1.2.14 Provide a school-wide two-way communication (intercom or telephone) system for inter
classroom / administrative interaction.
1.2.15 Provide virus protection for entire networked environment.
1.2.16 Protect data and information to maintain security, integrity, and confidentiality by using
effective measures, such as a firewall.
1.2.17 Network printers in at least one location.
1.2.18 Evaluate technological condition to establish replacement schedule for network server.
1.2.19 Plan for purchasing new or updated network equipment. Schools should plan for
continuing budgetary expenses to maintain school’s network.
1.3
The Teachers and Staff will:
1.3.1
Participate in training to become competent in new technologies.
1.3.2
Follow the given guidelines as specified in the Catholic School Office Diocese of Tucson
Technology Curriculum Grades Pre-K thru High School (DOTTC).
1.3.3
Comprehend and employ technology equipment for school use.
1.3.4
Operate productivity tools for personal use.
1.3.5
Integrate classroom technology effectively into classroom activities and lessons.
1.3.6
Use new technologies and productivity tools to perform the administrative tasks that may
be needed to effectively function within the school's guidelines and carry out such tasks
as grading, report writing, and appropriate correspondence.
1.3.7
Abide by the designed Computer Use and Internet Privileges Policy Statement and
Technology User Agreement.
1.3.8
Implement with notation the DOTTC standards into weekly lesson plans.
1.3.9
Integrate Skills for the 21st Century into learning objectives with measurable outcomes.
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1.4
The Students will:
1.4.1
Become computer literate by understanding computer vocabulary, equipment, and
software.
1.4.2
Use the computer effectively as a tool for communications, problem solving, and
critical thinking.
1.4.3
Practice safe and ethical values pertaining to the use of technology.
1.4.5
Develop an awareness and appreciation for technology including its history and its
future.
1.4.6
Meet the requirements of the National Education Technology Standards for Students
(“NETS”).
1.5
Phase One Evaluation
1.5.1 The Diocese, Schools, Teachers, and Staff will:
a) Access and evaluate the effectiveness of all equipment and systems.
b) Establish a teacher, staff and administration self-evaluation or rubric to show
achieved competencies or areas of needed improvement.
c) Evaluate the accomplishment of the Phase One goals.
d) Evaluate the school’s, teachers’, staff’s and students’ participation in Phase One
activities.
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2.0
Phase Two Responsibilities/Goals
2.1
The Diocese will:
2.1.1
Evaluate hiring a part-time IT staff person.
2.1.2
Facilitate schools sharing part-time IT staff person.
2.1.3
Investigate ways to reduce costs for schools and share administrative resources, such as
facilitating a Diocesan-wide district purchasing program.
2.2
The Schools will:
2.2.1
Designate Technology Integration Specialist or Instructional Faculty to:
a) Develop and offer school wide instructional technology education for students,
teachers, and administration.
b) Assist in the development and implementation of curriculum and technology
integration projects as outlines in the Diocese of Tucson Technology Curriculum.
c) Provide recommendations regarding purchasing decision to the Information
Technology Support Technician and administration.
d) Develop and coordinate technology in-service as needed for teachers, staff and
administration.
2.2.2
Install/maintain a local area network (hard wired or wireless) with ample server(s) needed
to support the system being installed, and:
a) Upgrade the computers as needed to meet LAN requirements.
b) If school’s system runs a proxy server, assess its ability to meet current and
future needs, its working condition, and establish replacement schedule.
c) Provide teacher access to the network server to ease administrative functions and
to increase teacher productivity.
d) Provide student access to the network server to facilitate students working from
any classroom or the computer lab.
e) Provide controllable access across network(s) with appropriate tracking mechanism
to allow the addition or subtraction of student, teacher, staff, or administration
accounts.
f) Plan for purchasing new network equipment. Although as many funding options
as possible should be explored, schools should plan for continuing budgetary
expenses to maintain school’s network.
g) Provide an Uninterruptible Power Supply (“UPS”) for the network server.
h) Provide filtering software to provide as secure an environment as possible for
Internet access and to comply with the Child Internet Protection Act (“CIPA”).
2.2.3
Plan for training teachers and administrators to meet National Education Technology
Standards for Teachers and Administrators (“NETS”) as five-year goal.
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2.2.4
Assess effectiveness of teacher/staff technology development.
2.2.5
Investigate self-paced Web instruction, courses, trainers, and in-house support to reach
school goals of increased teacher and administrative productivity, as well as curriculum
integration.
2.2.6
Create a global plan to assist with technology integration in school curriculum:
a) Investigate and evaluate ways to integrate technology into daily classroom use.
b) Provide as many interactive whiteboards as economically possible.
c) Provide school-wide software to match specific curriculum needs, such as
Accelerate Math, Accelerate Reading, First in Math etc.
d) Provide school-wide system such as Discovery Education Streaming and Vantage
that will offer students curriculum-based training and assessment.
e) Encourage projects that incorporate using all available computer resources
in classroom activities.
f) Incorporate additional educational technology such as video cameras, Classroom
Performance Systems (CPS), student response systems, digital cameras, and
media playback systems.
g) Invest in CD’s / DVD’s, online textbooks or eBooks, and digital workbooks that
may accompany hard copy textbooks used in the classroom.
2.2.7
Create a Web Site Policy, Web presence, and enable e-mail. (Hosting can be provided
off-site through low cost companies such as Lunar Pages, Go Daddy, Bluehost or free
services such as 20m.com, 50m.com, and Word Press):
a) Incorporate the use of Web Site to enhance communications.
b) Develop student use of the Web Site.
c) Develop teacher use of the Web Site.
d) Develop administrative use of the Web Site.
e) Evaluate ways to streamline office procedures using the Web Site such as PDF for
forms that parents can readily access, using e-mail to send home parent
information, replacing some bulk mailing.
2.2.8
Plan for replacement of lab and classroom computers with hardware to highest level
affordable on a continuous basis. (Replacement of equipment on rotating basis every
year will facilitate maintaining operating capability for classroom teachers to access
Internet, use equipment, and integrate technology into classroom.)
2.2.9
Evaluate purchase of computer application to code and scan books and create a digital
card catalog of school’s book inventory.
2.2.10 Allocate funds for system repairs and outside technical support for hardware and software
conflicts and troubleshooting.
2.2.11 Provide each classroom with access to:
a) An ample number of computers for student use with adequate software,
Internet access, and teacher/student e-mail.
b) Personal or group access of laptop computers for teacher and/or student use.
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c)
d)
e)
f)
Computer-connected electronic whiteboards (SMART Boards).
Computer-connected presentation projectors and appropriate sized screens.
Multimedia playback devices.
Two-way intercom system for direct communication with the school office
and/or other classrooms.
2.2.12 Incorporate technology needs for library:
a) Set up multimedia stations for student and faculty use (may include digital
equipment such as still or video cameras, scanners, document cameras etc.)
b) Allocate computers for Internet use.
c) Design a computerized book check-out system (bar code reader or database).
d) Access to professional periodicals or books online.
e) Access to online newspapers.
2.2.13 Implement a professional on-line web host to facilitate student/parent/school
communication through web sites for student grades, assignments, and grading
software for teachers such as RenWeb, Edline, Option C, or Power School.
2.2.14 Implement a comprehensive database through the network that houses student
information such as name, grade, medical condition, absences, tardiness,
emergency information, and parent information.
2.2.15 Provide access for student and/or teacher electronic storage of notes and calendar events.
2.2.16 Explore custom computerized testing software for electronic tests.
2.2.17 Adopt and incorporate 21st Century Skills and best practices technology integration for
the 21st century classroom: (Obtained and used with permission from NETS for
Administrators):
a) Visionary Leadership. Educational Administrators inspire and lead development
and implementation of a shared vision for comprehensive integration of technology
to promote excellence and support transformation throughout the organization.
Educational Administrators will:
i. inspire and facilitate among all stakeholders a shared vision of purposeful
change that maximizes use of digital-age resources to meet and exceed learning
goals, support effective instructional practice, and maximize performance of
district and school leaders.
ii. engage in an ongoing process to develop, implement, and communicate
technology-infused strategic plans aligned with a shared vision.
iii. advocate on local, state, and national levels for policies, programs, and funding
to support implementation of a technology-infused vision and strategic plan.
b) Digital-Age Learning Culture. Educational Administrators create, promote, and
sustain a dynamic, digital-age learning culture that provides a rigorous, relevant,
and engaging education for all students. Educational Administrators will:
i. ensure instructional innovation focused on continuous improvement of digital-
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ii.
iii.
iv.
v.
age learning.
model and promote the frequent and effective use of technology for learning.
provide learner-centered environments equipped with technology and learning
resources to meet the individual, diverse needs of all learners.
ensure effective practice in the study of technology and its infusion across the
curriculum.
promote and participate in local, national, and global learning communities that
stimulate innovation, creativity, and digital-age collaboration.
c) Excellence in Professional Practice. Educational Administrators promote an
environment of professional learning and innovation that empowers educators to
enhance student learning through the infusion of contemporary technologies and
digital resources. Educational Administrators will:
i. allocate time, resources, and access to ensure ongoing professional growth in
technology fluency and integration.
ii. facilitate and participate in learning communities that stimulate, nurture, and
support administrators, faculty, and staff in the study and use of technology.
iii. promote and model effective communication and collaboration among
stakeholders using digital-age tools.
iv. stay abreast of educational research and emerging trends regarding effective use
of technology and encourage evaluation of new technologies for their potential
to improve student learning.
2.2.18 Incorporate Google Apps for Education:
a) Communication - Connect your campus more effectively with mobile access,
massive storage, powerful search, and more. Free cost, no advertising, and no
hardware maintenance mean time and money saved.
• Gmail – Get 7GB of storage, protect against spam and viruses, stay connected
with built-in IM, voice and video chat, IMAP and POP message access, and
more.
• Google Calendar – Share calendars and schedule people, groups, rooms and
resources easily, even from your mobile device.
• Google Talk – Free instant messaging, calling (VOIP), voicemail and file transfer
make staying in touch a breeze.
• Google Wave Labs – Get your team on the same page. Waves are shared spaces
on the web that update live as you type. Anyone on a wave can add images,
video, maps and more.
b) Collaboration - Bring students, teachers and teams together. Empower everyone on
your campus with website and document creation tools that offer real-time editing,
sharing controls, and seamless compatibility.
• Google Docs – Create and share a variety of online documents, from word
processing and spreadsheets to forms and presentations -- all with mobile
access.
• Google Sites – Effortlessly build shared websites that include videos, images,
gadgets and documents.
Diocese of Tucson
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• Google Video – Securely share videos that anyone can comment on, tag and rate.
Get 10GB free with every domain.
• Google Groups – Students and faculty can create their own moderated forums and
mailing lists featuring strong sharing and management controls.
c) Infrastructure and Security - Tend to students, not servers. Google Apps Education
Edition offers highly customizable, easily integrated communication and
productivity applications without the hassle and cost of software and hardware
maintenance.
• Private and secure – Apps for EDU is SAS 70 Type I and Type II Certified, with
99.9% uptime guaranteed.
• Administrator tools – Access your centralized control panel to manage users and
customize services for your school.
• APIs – Our APIs feature single sign-on, user provisioning and management, email
migration, email routing controls and reporting.
• Customer Support – We offer 24x7 phone, email support and user community
forums.
2.3
The Teachers and Staff will:
2.3.1
Utilize technology in classrooms to create an integrated environment.
2.3.2
Plan to meet National Education Technology Standards for Teachers (“NETS”) as a fiveyear goal.
2.3.3
Supplement the integration of online classes or video conferencing via satellite for
students and teachers.
2.3.4
Institute student instruction to meet the requirements of the National Education
Technology Standards for Students (“NETS”).
2.3.5
Create electronic portfolios for student work and accomplishments throughout their
educational experience including awards, projects, artwork, etc.
2.3.6
Adopt and incorporate 21st Century Skills and best practices technology integration for
the 21st century classroom: (Obtained and used with permission from Nets for Teachers):
a) Facilitate and Inspire Student Learning and Creativity. Teachers use their
knowledge of subject matter, teaching and learning, and technology to facilitate
experiences that advance student learning, creativity, and innovation in both faceto-face and virtual environments. Teachers:
i. promote, support, and model creative and innovative thinking and
inventiveness.
ii. engage students in exploring real-world issues and solving authentic problems
using digital tools and resources.
Diocese of Tucson
Page 18 of 68
iii. promote student reflection using collaborative tools to reveal and clarify
students' conceptual understanding and thinking, planning, and creative
processes.
iv. model collaborative knowledge construction by engaging in learning with
students, colleagues, and others in face-to-face and virtual environments.
b) Design and Develop Digital-Age Learning Experiences and Assessments. Teachers
design, develop, and evaluate authentic learning experiences and assessment
incorporating contemporary tools and resources to maximize content learning in
context and to develop the knowledge, skills, and attitudes identified in the
NETS•S. Teachers:
i. design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity.
ii. develop technology-enriched learning environments that enable all students to
pursue their individual curiosities and become active participants in setting their
own educational goals, managing their own learning, and assessing their own
progress.
iii. customize and personalize learning activities to address students' diverse
learning styles, working strategies, and abilities using digital tools and
resources.
iv. provide students with multiple and varied formative and summative assessments
aligned with content and technology standards and use resulting data to inform
learning and teaching.
c) Model Digital-Age Work and Learning. Teachers exhibit knowledge, skills, and
work processes representative of an innovative professional in a global and digital
society. Teachers:
i. demonstrate fluency in technology systems and the transfer of current
knowledge to new technologies and situations.
ii. collaborate with students, peers, parents, and community members using digital
tools and resources to support student success and innovation.
iii. communicate relevant information and ideas effectively to students, parents, and
peers using a variety of digital-age media and formats.
iv. model and facilitate effective use of current and emerging digital tools to locate,
analyze, evaluate, and use information resources to support research and
learning.
d) Promote and Model Digital Citizenship and Responsibility. Teachers understand
local and global societal issues and responsibilities in an evolving digital culture
and exhibit legal and ethical behavior in their professional practices. Teachers:
i. advocate, model, and teach safe, legal, and ethical use of digital information and
technology, including respect for copyright, intellectual property, and the
appropriate documentation of sources.
ii. address the diverse needs of all learners by using learner-centered strategies
providing equitable access to appropriate digital tools and resources.
Diocese of Tucson
Page 19 of 68
iii. promote and model digital etiquette and responsible social interactions related
to the use of technology and information.
iv. develop and model cultural understanding and global awareness by engaging
with colleagues and students of other cultures using digital-age communication
and collaboration tools.
e) Engage in Professional Growth and Leadership. Teachers continuously improve
their professional practice, model lifelong learning, and exhibit leadership in their
school and professional community by promoting and demonstrating the effective
use of digital tools and resources. Teachers:
i. participate in local and global learning communities to explore creative
applications of technology to improve student learning.
ii. exhibit leadership by demonstrating a vision of technology infusion,
participating in shared decision making and community building, and
developing the leadership and technology skills of others.
iii. evaluate and reflect on current research and professional practice on a regular
basis to make effective use of existing and emerging digital tools and resources
in support of student learning.
iv. contribute to the effectiveness, vitality, and self-renewal of the teaching
profession and of their school and community.
2.4
The Students will:
2.4.1
Core academic standards such as reading, writing, science, math, languages, social
studies, the arts and religion will remain the foundation of a comprehensive education.
2.4.2
Students must also develop 21st century skills giving them the ability to think critically,
problem solve, and use technology and tools to access, evaluate, and communicate
information to:
a) Apply knowledge and skill to make good ethical decisions.
b) Play an effective roll in society.
c) Organize and facilitate people and resources to respond to need or to solve
problems.
d) Involve planning, prioritizing tasks, and adjusting effort to achieve a desired result.
e) Evaluate their work and transfer effective strategies to accomplish learning tasks in
a different context.
f) Engage in collaborative learning and promote effective group interaction.
g) Using Catholic values, etiquette and conventions of digital tools, media, and
networks to communicate a message.
h) Use a variety of technologies to support learning, create a product, and/or
communicate solutions.
i) Formulate ideas or draw conclusions after evaluating the credibility of media
sources and the validity of information.
j) Quantify information in order to answer questions or solve problems.
Diocese of Tucson
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2.5
Phase Two Evaluation
2.5.1 The Diocese, Schools, Teachers, and Staff will:
a) Access and evaluate the effectiveness of all equipment acquired.
b) Evaluate the accomplishment of the Phase Two goals.
c) Evaluate the school’s, teachers’, staffs’ and students’ participation in Phase
Two activities.
Diocese of Tucson
Page 21 of 68
3.0
Phase Three Goals/Responsibility
3.1
The Diocese will:
3.3.1
Continue to investigate ways to reduce costs for schools and share administrative
resources, such as facilitating a Diocesan-wide district purchasing.
3.3.2
Oversee the accomplishment of Phase One through Three Goals and Responsibilities by
Diocese schools.
3.3.3
Begin reevaluating and revising the current Diocese Technology Plan.
3.2
The Schools will:
3.2.1
Adopt and incorporate 21st Century Skills and best practices technology integration for
the 21st century classroom: (Obtained and used with permission from NETS for
Administrators):
a) Systemic Improvement. Educational Administrators provide digital-age leadership
and management to continuously improve the organization through the effective use
of information and technology resources. Educational Administrators:
i.
lead purposeful change to maximize the achievement of learning goals
through the appropriate use of technology and media-rich resources.
ii.
collaborate to establish metrics, collect and analyze data, interpret results, and
share findings to improve staff performance and student learning.
iii.
recruit and retain highly competent personnel who use technology creatively
and proficiently to advance academic and operational goals.
iv.
establish and leverage strategic partnerships to support systemic improvement.
v. establish and maintain a robust infrastructure for technology including
integrated, interoperable technology systems to support management,
operations, teaching, and learning.
b) Digital Citizenship. Educational Administrators model and facilitate understanding
of social, ethical, and legal issues and responsibilities related to an evolving digital
culture. Educational Administrators:
i.
ensure equitable access to appropriate digital tools and resources to meet the
needs of all learners.
ii.
promote, model, and establish policies for safe, legal, and ethical use of digital
information and technology.
iii.
promote and model responsible social interactions related to the use of
technology and information.
iv.
model and facilitate the development of a shared cultural understanding and
involvement in global issues through the use of contemporary communication
Diocese of Tucson
Page 22 of 68
3.2.2
Use Web 2.0 tools with the practices of differentiated instruction to incorporate digitalage literacy, inventive thinking, effective communication and high productivity with the
following tools (See Appendix 7 for additional items and descriptions):
• Blogs (Google Docs)
• Document Sharing (Google Docs)
• Photo Sharing/Editing
• Podcasting (Apple Garageband, Audacity)
• RSS
• Social Bookmarking/Tagging
• Social Networking
• Video Sharing
• Wikis
3.2.3
Incorporate Cloud Computing using either Google Apps for Education or Microsoft 365
for Education:
a) Google Apps for Education – Google provides free Internet Resources for schools:
• Free email – Students and staff have 25GB of online storage for email and other
documents
• Google Drive – Files can be stored in Google Drive and shared with others.
Shared files can be simultaneously edited by several users as once.
• Online Editing Tools. Google Drive comes with several online editors that allow
you to create text documents, slide show presentations, spreadsheets, pictures
and interactive forms.
• Web pages – Using Google’s online editor students and staff can create their own
web pages that can be shared with others.
• Calendar – Students and Staff can share calendars. These calendars can be shared
to create multiple layer calendars, such as a school general holiday calendar
combined with a middle school test calendar.
b) Microsoft 365 for Education- Microsoft provides a free cloud-based service much
like Google Apps for Education. It provides free email, websites, online document
editing and storage, and IM and video conferencing.
3.2.4
Install Security Camera Systems to monitor major entrance and exit areas of the school.
These systems should be able to be remotely monitored via the Internet. Some of the
camera systems come with 8 cameras and are about $800.
3.2.5
Create modification to the Firewall with https header modification. Two online services,
Google Apps for Education and YouTube for Education, require a firewall that can
support http header modification to allow them to the filter3ed from regular YouTube and
non-school Gmail. This would also allow for Google Apps for Education Gmail while
blocking personal Gmail. This might be easier to do as a Diocese since the solutions are
expensive.
3.2.6
Plan for school-wide wireless access throughout the campus. This will allow for portable
devices such as iPads, laptops and other devices to access the Internet and network.
Diocese of Tucson
Page 23 of 68
3.2.7
Adopt a One to One Computing Model. The One to One Computing model puts a tablet
or laptop in the hands of every student to enhance learning with technology. Several
schools in the Diocese of Tucson have adopted this model. One is using PC Laptops and
others are using iPads.
3.2.8
Use advances in learning sciences and technology to enhance STEM (science,
technology, engineering, and mathematics) learning.
3.3 The Teachers will:
3.3.1
Continue to adopt and incorporate 21st Century Skills and best practices technology
integration for the 21st century classroom: (Obtained and used with permission from Nets
for Teachers).
a) Continue to Facilitate and Inspire Student Learning and Creativity. Teachers use
their knowledge of subject matter, teaching and learning, and technology to
facilitate experiences that advance student learning, creativity, and innovation in
both face-to-face and virtual environments. Teachers will:
i.
promote, support, and model creative and innovative thinking and
inventiveness.
ii.
engage students in exploring real-world issues and solving authentic problems
using digital tools and resources.
iii.
promote student reflection using collaborative tools to reveal and clarify
students' conceptual understanding and thinking, planning, and creative
processes.
iv.
model collaborative knowledge construction by engaging in learning with
students, colleagues, and others in face-to-face and virtual environments.
b) Continue to Design and Develop Digital-Age Learning Experiences and
Assessments. Teachers design, develop, and evaluate authentic learning
experiences and assessment incorporating contemporary tools and resources to
maximize content learning in context and to develop the knowledge, skills, and
attitudes identified in the NETS’s. Teachers will:
i. design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity.
ii. develop technology-enriched learning environments that enable all students to
pursue their individual curiosities and become active participants in setting their
own educational goals, managing their own learning, and assessing their own
progress.
iii. customize and personalize learning activities to address students' diverse
learning styles, working strategies, and abilities using digital tools and
resources.
iv. provide students with multiple and varied formative and summative assessments
aligned with content and technology standards and use resulting data to inform
learning and teaching.
Diocese of Tucson
Page 24 of 68
c) Model Digital-Age Work and Learning. Teachers exhibit knowledge, skills, and
work processes representative of an innovative professional in a global and digital
society. Teachers will:
i. demonstrate fluency in technology systems and the transfer of current
knowledge to new technologies and situations.
ii. collaborate with students, peers, parents, and community members using digital
tools and resources to support student success and innovation.
iii. communicate relevant information and ideas effectively to students, parents, and
peers using a variety of digital-age media and formats.
iv. model and facilitate effective use of current and emerging digital tools to locate,
analyze, evaluate, and use information resources to support research and
learning.
d) Continue to Promote and Model Digital Citizenship and Responsibility. Teachers
understand local and global societal issues and responsibilities in an evolving digital
culture and exhibit legal and ethical behavior in their professional practices.
Teachers will:
i. advocate, model, and teach safe, legal, and ethical use of digital information and
technology, including respect for copyright, intellectual property, and the
appropriate documentation of sources.
ii. address the diverse needs of all learners by using learner-centered strategies
providing equitable access to appropriate digital tools and resources.
iii. promote and model digital etiquette and responsible social interactions related
to the use of technology and information.
iv. develop and model cultural understanding and global awareness by engaging
with colleagues and students of other cultures using digital-age communication
e) Continue to Engage in Professional Growth and Leadership. Teachers
continuously improve their professional practice, model lifelong learning, and
exhibit leadership in their school and professional community by promoting and
demonstrating the effective use of digital tools and resources. Teachers will:
i.
participate in local and global learning communities to explore creative
applications of technology to improve student learning.
ii.
exhibit leadership by demonstrating a vision of technology infusion,
participating in shared decision making and community building, and
developing the leadership and technology skills of others.
iii.
evaluate and reflect on current research and professional practice on a regular
basis to make effective use of existing and emerging digital tools and
resources in support of student learning.
iv.
contribute to the effectiveness, vitality, and self-renewal of the teaching
profession and of their school and community.
3.3.2
Offer alternative instruction to meet the needs of enrichment for academics through
online e-instruction such as Virtual High School (VHS) which fosters:
a) engaging in challenging on-line courses.
Diocese of Tucson
Page 25 of 68
b) experiencing robust interactions with teachers and peers.
c) unique opportunities to collaborate and exchange ideas across cultures and time
zones.
d) scheduling flexibility; students can attend class and courses can take place
anywhere and anytime within a 24-hour period.
e) participation in courses that are highly desired, but aren't otherwise available.
f) scheduling flexibility – whenever or wherever you have Internet access you can go
to class!
g) essential 21st century learning skills, such as multimedia presentation, online
collaboration, communication, and team-building.
h) collaboration with students from other states and countries.
i) access to unique courses that might not be available at the local school.
3.4 The Students will:
3.4.1
Core academic standards such as reading, writing, science, math, languages, social
studies, the arts and religion will remain the foundation of a comprehensive education.
3.4.2
Students must also develop 21st century skills giving them the ability to think critically,
problem solve, and use technology and tools to access, evaluate, and communicate
information to:
a) apply knowledge and skill to make good ethical decisions.
b) play an effective roll in society.
c) organize and facilitate people and resources to respond to need or to solve
problems.
d) involve planning, prioritizing tasks, and adjusting effort to achieve a desired result.
e) evaluate their work and transfer effective strategies to accomplish learning tasks in
a different context.
f) engage in collaborative learning and promote effective group interaction.
g) use Catholic values, etiquette and conventions of digital tools, media, and networks
to communicate a message.
h) use a variety of technologies to support learning, create a product, and/or
communicate solutions.
i) formulate ideas or draw conclusions after evaluating the credibility of media
sources and the validity of information.
j) quantify information in order to answer questions or solve problems.
3.5 Phase Three Evaluation
3.5.1 The Diocese, Schools, Teachers, and Staff should:
a) Access and evaluate the effectiveness of all equipment acquired.
b) Evaluate the accomplishment of the Phase Three goals.
c) Evaluate the school’s, teachers’, staff’s and students’ participation in Phase Three
activities.
Diocese of Tucson
Page 26 of 68
d) Continue implementing the current Technology Plan and evaluate the effectiveness
or your three-year plan.
e) Continue updating all hardware, software, and network infrastructure and evaluate
the effectiveness or your three-year plan.
f) Continue implementation of current goals, action steps, needs assessments and
evaluate the effectiveness or your three-year plan.
g) Continue implementation of Professional Development to incorporate technology
training for all instructional and non-instructional staff and evaluate the
effectiveness or your three-year plan.
h) Continue integrating technology into the curriculum that promote best practices that
include expectation for students, instructional and non-instructional staff and
evaluate the effectiveness or your three-year plan.
i) Continue the development of adequate funding strategies for effective utilization of
technology and evaluate the effectiveness or your three-year plan.
Diocese of Tucson
Page 27 of 68
Appendix
1.
2.
3.
4.
5.
6.
7.
Diocese of Tucson Schools
How Schools were Evaluated
Status Evaluation Form (Diocese of Tucson Technology Survey 12/13)
Data Sheet (Excel spreadsheet) How Schools were Assessed
Technology Plan Criteria (Individual School)
Sample Acceptable Use Policies
Web 2.0 Items, Descriptions and Links
Note: The following Technology Policy documents are possible
examples. Each school is responsible to create policies structured to
fit their individual technology program as stated through their goals.
Diocese of Tucson
Page 28 of 68
Appendix 1 – Diocese of Tucson School
INSTUTIONAL BREAKDOWN
PRE KINDER – 8th
All Saints, Sierra Vista
Loretto, Douglas
OMOS, Tucson
Santa Cruz, Tucson
St. Ambrose, Tucson
St. Anthony, Casa Grande
St. Elizabeth Ann Seton, Tucson
St. John, Tucson
St. Joseph, Tucson
KINDER – 6th
St. Charles, San Carlos
KINDER – 8th
Immaculate Conception, Yuma
Sacred Heart, Nogales
San Xavier Mission, Tucson
St. Cyril, Tucson
St. Francis of Assisi, Yuma
Sts. Peter & Paul, Tucson
9TH – 12th
Salpointe, Tucson
San Miguel HS, Tucson
St. Augustine, Tucson
Yuma Catholic HS, Yuma
PRE-KINDER – 12th
Immaculate Heart School, Tucson
Lourdes School, Nogales
Diocese of Tucson
Page 29 of 68
Diocese of Tucson
Page 30 of 68
Principal: Sr. Georgia Greene, R.S.M.
School Contact Information
SIERRA VISTA
All Saints Catholic School
1425 Yaqui St.
Sierra Vista, AZ 85650
(520) 378-7012; Fax: (520) 378-2726
Contact: c.seidl@ascsaz.org
Principal: Sr. Carol Seidl, OSF
CASA GRANDE
St. Anthony Of Padua Catholic School
501 E. Second St.
Casa Grande, AZ 8522
(520) 836-7247; Fax: (520) 836-7289
Contact:
st_anthony_sch@qwestoffice.net
Principal: Joseph Parzych
TUCSON
Immaculate Heart School
Academy PreK - 8:
410 E. Magee Rd.
Oro Valley, AZ 85704
(520) 297-6672; Fax: (520) 297-9152
Contact: academyoffice@ihschool.org
President: Sr. Mary Evelyn Soto, IHM
Principal: Sr. Veronica Loya, IHM
DOUGLAS
Loretto Catholic School
1200 14th St.
Douglas, AZ 85607
(520) 364-5754; Fax: (520) 364-7707
office@lorettoschool.org
Principal: Sr. Mary Aloysius Marques
NOGALES
Lourdes Catholic School
555 Patagonia Highway
Nogales, AZ 85621
(520) 287-5659; Fax: (520) 287-2910
Contact K-8: secretary@lcsnogales.org
Principal K-8: Sr. Esther Hugues,
CFMM
Contact HS: hsprincipal@lcsnogales.org
Principal 9-12: Sr. Barbara Monsegur, CFMM
Sacred Heart Catholic School
207 W. Oak St.
P. O. Box 968
Nogales, AZ 85621
(520) 287-2223; Fax: (520) 287-3373
Contact: shcschool@qwestoffice.net
Principal: Vanessa Rothstein
Our Mother Of Sorrows School
1800 S. Kolb Rd.
Tucson, AZ 85710
(520) 747-1027; Fax: (520) 747-0797
Contact: info@omosschool.com
Principal: David Keller
St. Ambrose Catholic School
300 S. Tucson Blvd.
Tucson, AZ 85716
(520) 882-8678; Fax: (520) 617-4860
Contact:
principal@stambroseschool.com
Principal: Emma Chavez
SAN CARLOS
St. Charles Mission School
355 San Carlos Ave.
P.O. Box 339
San Carlos, AZ 85550
(928) 475-2449; Fax: (928) 475-2050
Contact: stcharlessc@theriver.com
Diocese of Tucson
High School 9-12:
625 E. Magee Rd.
Oro Valley, AZ 85704
(520) 297-2851; Fax: (520) 797-7374
Contact: nowanawood@ihhschool.org
President: Sr. Luisa Sanchez, I.H.M.
Principal: Dan Ethridge
Page 31 of 68
Principal: Sr. Helen Timothy
San Miguel High School
6601 San Fernando Ave.
Tucson, AZ 85706
P.O. Box 22199
Tucson, AZ 85734
(520) 294-6403, Fax (520) 294-6417
Contact:
principal@sanmiguelhigh.com
President: Leslie Shultz-Crist
Principal: Richard Reyes
St. Augustine Catholic High School
8800 E. 22nd St.
Tucson, AZ 85710
(520) 751-8300; Fax: (520) 751-8304
Contact: lcuffari@staugustinehigh.com
Principal: Lynn Cuffari
St. Cyril of Alexandria School
4725 E. Pima St.
Tucson, AZ 85712
(520) 881-4240; Fax: (520) 795-0325
Contact: principal@stcyril.com
Principal: Ann Zeches
San Xavier Mission School
1980 W. San Xavier Rd.
Tucson, AZ 85746
(520) 294-0628; Fax: (520) 294-3465
Contact: principal@sxmschool.org
Principal: Shirley Kalinowski
St. Elizabeth Ann Seton School
8650 N. Shannon Road
Tucson, AZ 85742
(520) 219-7650; Fax: (520) 297-1033
Contact: school@seastucson.org
Principal: Suzanne Shadonix
St. John The Evangelist Catholic School
600 W. Ajo Way
Tucson, AZ 85713
(520) 901-1975 Fax:(520) 622-3193
Contact:
vmstjohnschool@hotmail.com
Principal: Keiran Roche
St. Joseph Catholic School
215 S. Craycroft Rd.
Tucson, AZ 85711
(520) 747-3060; Fax: (520) 747-2024
Contact: school@stjosephtucson.org
Principal: Donna Betterton
YUMA
Immaculate Conception School
501 Avenue B
Yuma, AZ 85364-2732
(928) 783-5225; Fax: (928) 782-6054
Contact: icyuma@juno.com
Principal: Lydia Mendoza
St. Francis Of Assisi School
700 W. 18th St.
Yuma, AZ 85364
(928) 782-1539; Fax: (928) 782-0403
Contact: sbostic@catholic.org
Principal: Susan Bostic
Sts. Peter & Paul Catholic School
1436 N. Campbell Ave.
Tucson, AZ 85719
(520) 325-2431; Fax: (520) 881-4690
Contact: principal@sspptucson.org
Principal: Jean McKenzie
Yuma Catholic High School
2100 W. 28th St.
Yuma, AZ 85364
(928) 317-7900; Fax: (928) 317-8558
Contact: ycinfo@yumacatholic.org
Principal: Danny Garcia
Salpointe Catholic High School
1545 E. Copper St.
Tucson, AZ 85719
(520) 327-6581; Fax: (520) 327-8477
Diocese of Tucson
Santa Cruz Catholic School
29 W. 22nd St.
Tucson, AZ 85713
(520) 624-2093; Fax: (520) 624-2833
Contact:
srleonette@santacruzschool.org
Principal: Sr. Leonette Kochan, OSF
Page 32 of 68
Appendix 2 – How Schools were Evaluated
Cumulative Statistics 2013
School
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
All Saints, Sierra Vista (Pk-8)
Immaculate Conception School (K-8)
Immaculate Heart School (PreK-12)
Loretto Catholic School (1-8)
Lourdes Catholic School (Pk-12)
Our Mother Of Sorrows School (Pk-8)
Sacred Heart School (K-6)
St. Ambrose School (Pk-8)
St. Anthony Of Padua Elementary School (Pk-8)
St. Augustine Catholic High School (9-12)
St. Charles Mission School (K-6)
St. Cyril of Alexandria School (K-8)
St. Elizabeth Ann Seton School (Pk-8)
St. Francis Of Assisi School (K-8)
St. John The Evangelist School (Pk-8)
St. Joseph School (K-8)
Sts. Peter & Paul School (K-8)
Salpointe Catholic High School (9-12)
San Miguel High School (9-12)
San Xavier Mission School (K-8)
Santa Cruz School (Pk-8)
Yuma Catholic High School (9-12)
Total GPA of all Sections
Compliant
Non-Compliant
2.5
3.0
3.7
2.9
3.7
3.4
3.0
2.7
3.0
3.6
3.8
3.7
3.6
3.7
2.2
3.2
3.8
3.7
3.7
3.3
1.9
3.5
All schools submitted a Diocese of Tucson Technology Survey 2012-2013 for review. Statistics
from St. Thomas the Apostle School were exempt from this survey.
GPA’s were calculated base on a 4.00 score as a perfect score.* Points were awarded as
follows:
In Compliance:
• Y-yes = 4.0
• P-partially = 3.0
• I-in Process (Funds have been allocated
for a near future date) = 2.0
Not in Compliance:
• N-No Funds have not been allocated or
does not participate at this time = 0.0
• B-blank, unanswered = 0.0
*NA - Not Applicable, were not calculated into any point system
Diocese of Tucson
Page 33 of 68
Appendix 3 – Status Evaluation Form
Diocese of Tucson Technology Survey 2012-2013
This survey is directed toward those who are responsible for the initial development and the on
going stages of technology planning in your school. Please identify additional resources and
technologies not listed in this guide that better serve the needs of your school, student
population, and learning expectations. If a statement is answered with NA, please specify your
goals with this survey or make reference to your technology plan.
School name: ______________________________________________ Grade levels: ________
Person completing this survey: __________________________
Title: ___________________
A. Infrastructure and Hardware:
1
Please indicate the number of:
a)
b)
c)
d)
2
functioning computers, school wide: _______
computer labs and/or media centers: _______
average number of computers per classroom: ____
Networked servers: ____
Our school has available the following technologies:
Yes (Y) - complies with statement
No (N) - no funds have been allocated or does not participate at this time
Partially (P) - complies in part with the statement
In Process (IP) - funds have been allocated for a near future date
Not Applicable (NA) - does not apply within the goals of our school
Answer
1
2
3
4
5
6
7
8
9
10
11
12
13
Networked or stand alone printers for student use
Alternate media center or mobile computer lab
Media play back machines (TV, VCR, CD/DVD player, student response
systems)
Computer-connected electronic white boards (SMART board etc.)
Computer-connected presentation projectors with screens
1:1 technology (lap tops, notebooks, iPads etc) for teachers and/or students
A hard wired Local Area Network (LAN)
A networked server
An Uninterruptible Power Supply (UPS) to protect the network server
Digital camera, video cameras, scanner or other capturing devices
Two way intercom system for direct communication to office/classrooms
Telephones with voice messaging features
Library book scanning and check out system
Diocese of Tucson
Page 34 of 68
Diocese of Tucson
Page 35 of 68
B. Connectivity, Planning, and Management
1. Please indicate the number of:
a) IT support personnel: ______
b) members who serve on our school’s technology planning committee: ______
2. Our school has available the following technologies:
Answer
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
All computers are networked (capable), or unintentionally for reason, to the
Internet
Provides an adequate storage area for regularly scheduled backup of data
Maintains an up-to-date informational website
Provides on-line communication for grades, assignments etc. (RenWeb, Edline
etc.)
Has a comprehensive database for student information (medical, absences,
emergency contacts, and other information)
Employs wireless capabilities
Has an up to date Technology Plan
Gives assistance to the fundraising, grants, donations and purchases to our
technology program
Administration or a committee as an evaluation / implementation plan to update
computer systems and technologies
Has a technology budget or a plan to acquire funds to implement technology
Maintains an inventory list of technology equipment
Provides intra-school telecommunication system (e-mail, collective calendar,
messaging)
Has student access to a networked server
Has faculty access to a networked server
Provides parent communication through e-mail, electronic newsletters, forms,
and surveys to replace bulk mailing
Diocese of Tucson
Page 36 of 68
C. Education and Professional Development
Answer
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Uses technology in the classroom
Integrates software applications in subjects areas of the curriculum
Provides regular faculty training and support for uses of school technology
Integrates technology into the curriculum
Follows the Diocese of Tucson Technology Curriculum standards and
assessments
Has available self-paced Web instruction to increase productivity and curriculum
integration
Implements school-wide software for specific curriculum needs (Accelerated
Reader, Math Facts in a Flash, First in Math)
Provides faculty and student access to periodicals, newspapers, text books or
books on-line
Provides CD’s or e-books that accompany textbooks used in the classroom
Has available custom computerized testing software for electronic tests
Supplements the integration of on-line classes or video conferencing for students
and teachers
Creates electronic portfolios for student work and accomplishments
Uses interactive white boards
Assess the effectiveness of teacher/staff technology development
Implements with notation the Diocese of Tucson Curriculum standards into
weekly lesson plans
Diocese of Tucson
Page 37 of 68
D. Security and Policies
Answer
1
2
3
4
5
All computers are protected behind a firewall
All computers are protected with an antivirus, spyware and malware system
Monitors Internet and network activity for misuse and troubleshooting
Uses an Acceptable Use Policy for computer use as well as Internet policies
Provides adequate security to protect equipment, resources, and their appropriate
use
6 Has a designated and alternate person for continued performance and security of
the network
7 Has an established website, web presence and e-mail policy
8 Uses a content filter and method of controlling access to the Internet
9 The school’s Handbook states school policies and rules about technology use
10 Promote, model, and establish policies for safe, legal, and ethical use of digital
information and technology
Diocese of Tucson
Page 38 of 68
E. Integration of Technology as a 21st Century Skill
Answer
1
Educational administrators develop and implement technology-infused vision
into the school’s strategic plan
2 Provides learner-centered environments equipped with technology and learning
resources to meet the individual, diverse needs of all learners
3 Promotes and participates in local, national, and global learning communities that
stimulate innovation, creativity and digital-age collaboration
4 Promotes and models effective communication and collaboration among
stakeholders using digital-age tools (Google Docs, Project Pier, Skype, Stixy,
GoToMeeting etc.)
5 Collaborates to establish metrics, collects and analyzes data, interpret results, and
shares finding to improve staff performance and student learning
6 Uses technology to facilitate the development of a shared cultural understand and
involvement in global issues through the use of contemporary communication
and collaboration tools
7 Uses Web 2.0 tools (blogs, document, picture and video sharing, podcasting,
social bookmarking, social networking, wikis etc.)
8 Incorporates Google Apps for Education
9 Teachers will adopt and incorporate 21st Century Skills and best practices
technology integration for the 21st Century classroom
10 Design and develop Digital-Age learning experiences and assessments
11 Offer alternative instruction to meet the needs of enrichment for academics
through online e-instruction such as Virtual High School, Primavera Online
Middle School, Arizona Virtual Academy etc.
Please complete all sections and return before February 8, 2013
Blessings,
Technology Planning Committee 2013
Diocese of Tucson
Page 39 of 68
Diocese of Tucson
Page 40 of 68
Y
Y
Y
Y
N
Y
Y
Y
I
I
Y
Y
N
Y
Y
P
Y
Y
N
N
N
Y
Y
Y
Y
Y
Y
N
Usable printers
Alternate media center or mobile lab
44
3
0
0
2.9
21
3.5
Yes
In Process
No
Total GPA
Total Number of Schools in Compliance
Total Ave of Schools
Percentage
Partially
Library book scanning system
Telephones with voice messaging
Two way intercom
Capturing devices
UPS for a networked server
A networked server
Hard wired LAN
Presentation system
1:1 Technology
Electronic white boards
3.3
0
4
0
48
Y
Y
Media play back machines
Y
3.8
0
0
9
52
Y
Y
P
Y
P
Y
Y
Y
Y
Y
Y
P
Y
Y
Y
Y
2.9
0
4
0
40
I
Y
Y
Y
N
Y
N
N
Y
I
Y
N
Y
Y
Y
Y
3.3
0
0
0
52
N
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
N
NA
Y
Y
Y
Y
Y
Y
Y
0
4
3
32
0
0
6
44
N
Y
Y
Y
P
Y
Y
Y
P
Y
N
N
Y
Y
Y
Y
l
ug
0
0
0
48
NA
N
Y
Y
NA
Y
Y
Y
NA
Y
Y
Y
Y
Y
Y
Y
as
0
0
6
56
Y
Y
Y
P
Y
Y
Y
Y
Y
Y
Y
P
Y
Y
Y
Y
3.8 2.8 3.1 3.7 3.9
0
2
3
52
Y NA
P
Y
Y
I
Y
I
I NA
Y Y
Y N
Y Y
Y
P
Y N
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NA N
Y
Y
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a
0
0
0
60
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Y
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0
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64
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28
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4.0
0
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0
64
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Y
Y
Y
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0
60
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Y
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3.6
0
2
0
56
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3.7
0
0
0
48
NA
Y
NA
NA
Y
Y
Y
Y
Y
Y
Y
N
Y
Y
Y
Y
2.3
0
0
12
24
Y
N
P
P
N
N
N
N
P
Y
Y
P
N
Y
Y
Y
4.0
0
0
0
56
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
NA
Y
Y
NA
Y
N
0
0
0
5
16
9
10
5
15
5
14
14
5
18
9
32
100
100
100
95
84
91
90
95
85
95
86
86
95
82
91
68
IN COMPLIANCE!
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Section A: This School fosters:
Functioning computers
At least one dedicated computer lab or
media lab
Computers in multiple classrooms
All data obtained by Diocese of Tucson
Technology Survey 2012 - 2013
LEGEND:
Y - Yes, in compliance
P - Partially, in compliance
I - In Process, in compliance
N - No, not in compliance
NA - Not Applicable
NOT IN COMPLIANCE!
Infrastructure and Hardware
Appendix 4 - Data Sheet (Excel Spreadsheet) How Schools were Assessed
Diocese of Tucson
Page 41 of 68
60
3
2
0
3.8
20
3.5
Yes
In Process
No
Total GPA
Percentage
3.2
0
10
9
36
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surveys to replace bulk mail
Faculty access to a networked server
Student access to a networked server
Inta-school telecommunication system
Inventory of technology equipment
Technology budget
Evaluation plan for updating technology
System of fundraising toward technology
Up to date Technology Plan
Wireless Capabilities
Student informational database
Online system for grades, assignments
etc.
A maintained web site
Regularly scheduled backup of data
Internet available for use or non-use
Technology planning committee
Section B: This School fosters:
Information Technology Support
LEGEND:
NA - Not Applicable
IN COMPLIANCE!
Connectivity, Planning and Management
NOT IN COMPLIANCE!
Diocese of Tucson
Page 42 of 68
0
0
1.3
18
2.8
No
Total GPA
Y
N
In Process
Y
N
2.5
0
2
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36
N
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Y
N
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N
Y
N
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48
N
Y
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3
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N
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12
32
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NA
Y
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18
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Y
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2.5
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36
I
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N
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N
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Y
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3.3
0
0
9
40
P
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Y
Y
Y
N
N
Y
Y
P
Y
Y
Y
Y
Y
3.5
0
0
12
40
N
P
Y
P
Y
Y
Y
Y
Y
P
P
Y
Y
Y
Y
3.3
0
4
6
36
N
I
Y
Y
Y
I
Y
Y
NA
Y
P
P
Y
Y
Y
2.3
0
0
3
32
N
N
N
Y
P
N
N
Y
Y
N
Y
Y
Y
Y
Y
8
1.9
0
0
21
P
N
P
P
N
N
N
N
Y
P
P
P
P
N
Y
2.7
0
2
15
24
N
P
Y
Y
N
P
N
Y
Y
Y
P
I
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23
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60
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43
77
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S
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Y
Partially
Percentage
Student electronic portfolios
Uses interactive white boards for
instruction
Assesses faculty technology development
Sites technology standards in lesson
plans
Supplements with on-line classes
Electronic computerized testing software
Integrates technology into the curriculum
Follows the Diocese of Tucson
Technology Curriculum standards
Self-paced Web instruction
Implements school-wide software for
specific curriculum needs
Provides on-line resource material for
faculty and students
CD/DVD textbook accompaniment
Section C: This School fosters:
Uses technology in the classroom
Integration of software applications in
subject areas of the curriculum
Provides faculty training in technologies
LEGEND:
NA - Not Applicable
IN COMPLIANCE!
Education and Professional Development
NOT IN COMPLIANCE!
Diocese of Tucson
Page 43 of 68
0
3.7
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3.7
Total GPA
Percentage
No
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Uses a Internet content filtering system
States technology policies in school's
Handbook
Established policies of digital information
and technology
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Alternate person for performance and
security of the network
Established website
An Acceptable Use Policy
Section D: This School fosters:
Firewall protection
Antivirus, spyware, and malware type
systems
Monitors Internet activity
LEGEND:
NA - Not Applicable
IN COMPLIANCE!
Security and Policies
NOT IN COMPLIANCE!
Diocese of Tucson
Page 44 of 68
a
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ar
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ai
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ur
A
I
I
L
L
O
Sa St
St St
St
St St St St
St
St
Sa Sa Sa Sa Yu
Total GPA
Percentage
Incorporate 21st Century Skills
Develop Digital-Age learning and
assessments
Offers alternative instruction with online
e-instruction
Incorporates Google Apps for Education
Promotes digital-age tools
Collaborates stistics to imporve staff
performance and student learning
Uses technology for shared cultural
understanding and collaborative tools
Implements Web 2.0 tools
Section E: This School fosters:
Strategic plan includes technology vision
Provides technology resources for
differentiated instruction
Participates in learning communities
LEGEND:
NA - Not Applicable
IN COMPLIANCE!
Integration of Technology as a 21st Century Skill
NOT IN OMPLIANCE!
Appendix 5- Technology Plan Criteria (Individual School)
Criteria in Writing a Technology Plan
Each school will design a technology plan during the 2013-2016 academic year and will make
the integration of the new information technologies a high priority. Such plans will reflect
research in learning theory of the 21st Century Skills and best practices to match appropriate
technology to the curriculum and to students’ developmental needs.
1. The plan will enable each school to take further advantage of funding opportunities such as
E-Rate, where a plan is one of the required pre-requisites as well as:
a) The plan must establish clear goals and a realistic strategy for using telecommunications
and/or information technology to improve education or library services.
b) The plan must have a funded professional development strategy to ensure that
instructional and non-instructional staff know how to use these new technologies to
improve education or library services.
c) The plan must include an assessment of the telecommunication services, hardware,
software, and other services that will be needed to improve education and/or library
services.
d) The plan must provide for a sufficient funded budget to acquire and maintain the
hardware, software, professional development, and other services that will be needed to
implement the strategy.
e) The plan must include an evaluation process that enables the school or library to monitor
progress toward the specified goals and make mid-course corrections in response to new
developments and opportunities as they arise.
2. Each school will form a technology committee that meets on a regular schedule. Membership
should include:
a) Site administrator (Principal or Vice Principal)
b) Technology Coordinator/Mentor
c) Representatives of instructional and non-instructional staff
d) 1-2 parents with objective technology knowledge and experience
3. Each school will produce and maintain a complete inventory of hardware and software.
a) Hardware inventory will include serial numbers, memory and speed, owner, current
status, etc.
b) Software inventory will include registration codes and licensing agreements.
c) Network configuration, wiring, connectivity, system capacity and electrical capacity will
be included in the site inventory.
4. Each plan will include a comprehensive needs assessment based on site input.
5. Each school will compile goals and action steps tied to site need.
6. Each school will set calendar goals for action steps.
7. Each school will design and implement an Acceptable Use Policy signed by students,
parents, faculty, and staff.
8. Each school will communicate its progress in technology planning with the Diocese of
Tucson on an annual basis and regularly update its report.
Diocese of Tucson
Page 45 of 68
Appendix 6 – Sample Acceptable Use Policies
Diocese of Tucson
Communications Technology
Employee Acceptable Use Policy
Diocese of Tucson communications technology is provided for the benefit of all schools within
the Diocese of Tucson. Use of the communications technology must not interfere with
productivity, the productivity of any other employee, or the operation of (Your School’s Name)
computer resources. Each employee is responsible for the content of all text, audio, or images
that he or she creates, retrieves or sends using (Your School’s Name) communications
technology.
This policy applies to all communications technology that is owned or leased by the (Your
School’s Name) – including desktop and portable computer systems, fax machines, Internet and
World Wide Web (Web) access, telephones, voice mail, electronic mail (e-mail), and (Your
School’s Name) intranet – that is used on, or accessed from, (Your School’s Name) premises; or
that is used in (Your School’s Name) business. This policy also applies to all activities using any
company-paid accounts, subscriptions, or other technical services, such as Internet and Web
access, voice mail, e-mail and instant messaging. These policies apply whether or not the
activities are conducted from (Your School’s Name) premises.
Procedures at the Diocesan Pastoral Center:
1. No Right to Privacy in Communications
a. All (Your School’s Name) computers, voice mail, e-mail, and instant messaging systems,
and the data stored on them, are and remain at all times the property of (Your School’s
Name)
b. Communications transmitted over, or stored on (Your School’s Name) computers, e-mail,
voice mail and instant messaging systems, whether for business or non-business reasons,
are not private or confidential.
c. All communications using (Your School’s Name) telephone or computer systems are the
property of (Your School’s Name). (Your School’s Name) reserves the right to monitor,
audit, delete and read stored e-mail, voice mail and instant messages. By signing the
Acknowledgment of Communications Technology Policy, you are consenting to (Your
School’s Name) right to monitor the content of your telephone calls, e-mail and instant
message communications.
d. Although you may have passwords to access computer, voice mail and e-mail systems,
these technical resources belong to (Your School’s Name), are to be accessible at all
times, and are subject to inspections with or without notice. As such, (Your School’s
Name) may override any password to inspect, investigate or search an employee’s files
and messages.
e. All data transmitted over or stored on (Your School’s Name) electronic resources
potentially is subject to disclosure to law enforcement or to other third parties without
prior consent of the sender or the receiver.
Diocese of Tucson
Page 46 of 68
2. Unacceptable Uses of Communications Technology
a. Downloading of programs or software, including upgrades, without prior permission.
b. Downloading games or other entertainment software or playing games over the Internet.
c. Sending chain letters, gambling or engaging in any other activity in violation of the law.
d. Distribution of destructive programs, intentional damage or interference with others
(hacking, distributing viruses, self-replicating code), or monitoring/intercepting electronic
communications.
e. Making, viewing, sending or soliciting publicly accessible obscene files or sexually
oriented messages or images.
f. Solicitation or operation of outside business ventures, political campaigns, unapproved
religious causes, or soliciting money for personal gain.
g. Dissemination or printing of copyrighted materials (including articles and software) in
violation of copyright laws.
h. Sending, receiving, printing or otherwise disseminating (Your School’s Name)
confidential information.
3. Other:
a. Employees must comply with copyright laws governing the use of software, software
licenses, and all other laws governing intellectual property and online activity. (Your
School’s Name) prohibits the illegal duplication of software and/or its related
documentation.
b. Users must immediately report violations of this policy to their supervisor.
c. Violation of this policy may result in disciplinary action. The measure of discipline will
correspond to the gravity of the offense as weighed by its potential effect on (Your
School’s Name) or fellow employees.
d. The (Your School’s Name) does not consider conduct in violation of this policy to be
within the course and scope of employment or the direct consequence of the discharge of
one’s duties. Accordingly, to the extent permitted by law, (Your School’s Name)
reserves the right not to provide a defense or pay damages assessed against an employee
for conduct in violation of this policy.
All employees must be given the opportunity to read a copy of this policy. The employee may
request a copy of this policy be given to him or her.
All employees must sign this form as an acknowledgment form that should be kept in the
employee’s personnel file.
Employee’s Name (print):______________________________Date: ________________
Employee’s Position: ___________________________________
Employee’s Signature __________________________________
Diocese of Tucson
Page 47 of 68
Diocese of Tucson
Computer and Information Resources
Acceptable Use Policy
(Your School’s Name) technology facilities provide excellent opportunities to use an array of
resources including computers, software programs, the school’s local area network (LAN) and
access to the Internet.
The use of these technology resources is a privilege, not a right. Any activity deemed
inappropriate by (Your School’s Name) is prohibited even though not expressly set forth in this
Acceptable Use Policy. (Your School’s Name) will not be responsible for:
§
§
§
§
§
Unauthorized costs incurred by students.
The accuracy or quality of information obtained through the Internet.
User negligence or mistakes.
Any consequence resulting from software or equipment failures, delays, non-deliveries,
mis-deliveries, or service interruptions.
Consequences of unauthorized entry.
The Internet's greatest strength - largely unregulated access to virtually limitless sources of
information – may also pose as a hazard. Some Internet sites may contain materials that are
sexually explicit, offensive, or contrary to our religious and educational mission. (Your School’s
Name) uses Internet content filters that are intended to limit access to these types of websites,
chat sites, or sites otherwise prohibited by this Acceptable Use Policy. We recognize that these
measures are not fail-safe in deterring individuals who are intent on accessing such sites.
The school provides supervision wherever computers are in use. We place primary
responsibility on the student to use our technology resources in accordance with the following
policies.
Specific expectations of students who use or access (Your School’s Name)’s technology
resources:
§
•
•
•
§
§
§
Internet access will be used for educational purposes only, such as research and projects
assigned by a teacher and/or technology administrator.
Students will respect the rights of others to the privacy of the files they store on a computer
or a disk and not view those files without the owner's permission or alter or damage such
files.
Students will follow any regulations posted in the computer facility he/she is using.
Students will follow the directions of the adult in charge of the computer facility.
Internet access will be used only when specifically authorized and supervised.
Files stored on school server(s) are not private. Students understand and agree that network
administrators may review student files or other network communications at any time.
Students will promptly report to a teacher or technology administrator any message they
receive that is inappropriate or makes the student feel uncomfortable.
Diocese of Tucson
Page 48 of 68
§
§
§
If a student inadvertently accesses inappropriate information, the student will immediately
close the application and tell a teacher or technology administrator.
Students understand that their network and internet activities may be monitored and reported
to ensure the appropriate use of computer and information resources.
Students must keep their logon ID and/or password confidential. Students must not share or
alter a password. Students will report known violations by other students to a teacher or
technology administrator.
Student Expectations and agreements:
§
§
§
§
§
§
§
§
§
§
§
§
I will not use computer facilities to send or receive email unless explicitly authorized to do so
by an instructor or administrator in the course of a specific assignment. No student will ever
receive blanket authorization to send and receive email from school computer facilities nor
should any student assume to have such permission.
I will not use computer facilities to access social networking sites of any kind (including but
not limited to online journals, blogs or e-dating sites) or to engage in “chat sessions”, or
“instant messaging” of any kind.
I will not use school computer facilities for recreation purposes including (but not limited to)
gaming, wagering, gambling, junk mail, chain letters, jokes, and file-sharing (including
video, photograph, and music files).
I will not use school computer facilities to deliberately access, download, distribute, transmit,
or post obscene or other educationally inappropriate materials. Nor will I show others how to
do the same.
I will not use inappropriate language in any message or material posted on web pages. I will
not use obscene, profane, lewd, vulgar, rude, inflammatory, threatening, or disrespectful
language in any communication sent from or to a school computer.
I will not, in the course of using school computer facilities, post or transmit personal or
private information pertaining to themselves or others such as (but not limited to): home
address, home telephone number, personal cell phone number, personal email address, social
security number, photographs or video images, or agreements and/or arrangements to meet in
person anyone they have met or corresponded with online.
I will not, in the course of using school computer facilities, post or transmit false or
defamatory information about a person, group of persons, or organization.
I will not will deliberately or willfully cause damage to computer equipment or software, or
assist others in doing the same.
I will not connect equipment to any part of the school’s network or individual computer
(including but not limited to portable hard drives, USB jump drives, recordable CD/DVD
media, laptop computers, or game devices) unless specifically authorized to do so by the
technology administrator.
I will not will install, download, or copy unauthorized or pirated software on school
computers.
I will not use the school's computers for commercial, personal or financial gain.
I will not violate applicable copyright laws when using software programs or accessing the
Internet, including unauthorized copying of licensed software, music, video, artwork, or any
non-public domain material.
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§
§
§
§
§
§
§
I will not will download or copy files or images from the Internet without the permission of a
teacher and/or technology administrator.
I will not participate in any activity considered "spamming,” i.e. sending annoying or
unnecessary messages to a large number of people.
I will not engage in any activity that bypasses or disables computer security controls,
including attempts to crack passwords, discover unprotected files, decode encrypted files, or
execute programs designed to hack computer systems.
I will not use a web-based proxy site or any other method to bypass the schools content
filters and/or firewall.
Students must avoid the spread of computer viruses by following the school’s virus
protection procedures. I will not deliberately create or pass on a computer virus, worm,
“Trojan Horse”, or trap-door program code.
I will not attempt to alter, remove, or destroy computer files that belong to another user. I
will not install unlicensed software, modify or delete software, create links to inappropriate
materials, tamper with or disconnect equipment, modify desktop or system settings.
I will not attempt to gain unauthorized access to the school network or to any other computer
system through school workstations. No student will attempt to exceed their authorized level
of access.
Failure to meet any of these expectations may result in revocation of the student's permission to
use the school’s technology resources and/or other disciplinary action.
Note: The loss of technology use privileges in no way releases the student from their academic
responsibilities.
To be granted permission to use the school's technology resources, the student and his/her
parents both must:
•
•
Read the Technology Acceptable Use Policy.
Sign the Technology Acceptable Use Agreement.
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Technology Acceptable Use Agreement
Acknowledgement of Student Responsibility I will take personal responsibility for my network account, for the content of any message sent
from my account, and my uses of the school's computer and information resources. I understand
that if I violate this agreement that I may lose computer and information resource privileges and
be subject to disciplinary action, dismissal, and/or criminal liability.
Student Signature: _________________________________________ Date:________________
Parent/Guardian Consent
As Parent or Guardian of _____________________________, a student at (Your School’s
Name), I have read the (Your School’s Name) Technology Acceptable Use Policy. I have
discussed with my child the contents and meaning of these documents. I release the Diocese of
Tucson, my child’s school, and their personnel from any and all claims and damages of any
nature arising from my child’s use of, or inability to use, applicable computer and information
resources.
I authorize my child access the Internet while at school according to school rules, use of a school
e-mail account (with applied content filter), my child’s picture or intellectual property such as
artwork, poetry, essays, etc. to be used on the school’s web page or in RenWeb. I also authorize
the release of my child’s photo/image and name to be published in internal and external
publications required in the normal course of business. Publications may include, but are not
limited to: Yearbook, local newspapers, social media, student publication, school-related
brochures, promotional videos or video taped ceremonies.
If you disagree with any of the above authorizations, please list exceptions.
Student's name (print):_________________________________________ Grade: ___________
Name of Parent/Guardian (print): _________________ Relation to Student:_________________
Signature of Parent/Guardian: _________________________________ Date: ______________
*This
signed
Diocese of Tucson
form
supersedes
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all
other
agreements
Diocese of Tucson
iPad Acceptable Use Policy
The focus of the iPad program at (Your School’s Name) is to provide tools and resources to the
21st Century Learner. Excellence in education requires that technology be seamlessly integrated
throughout the educational program. Increasing access to technology is essential for that future,
and one of the learning tools is the iPad computer. The individual use of iPads is a way to
empower students to maximize their full potential and to prepare them for college and the
workplace.
Learning results from the continuous dynamic interaction among students, educators, parents and
the extended community. Technology immersion does not diminish the vital role of the teacher.
To the contrary, it transforms the teacher from a director of learning to a facilitator of learning.
Effective teaching and learning with iPads integrates technology into the curriculum anytime,
anywhere.
The policies, procedures and information within this document apply to all iPads used at (Your
School’s Name), including any other device considered by the administration to come under this
policy. Teachers may set additional requirements for use in their classroom.
Equipment
(Your School’s Name) retains sole right of possession of the iPad and related equipment. The
iPad will be issued to students according to the guidelines set forth in this document. The
classroom teacher, school administration, or Technology Department retains the right to collect
and/or inspect the iPad at any time and to alter, add or delete installed software or hardware.
Usage is a privilege and not a right.
Substitution of Equipment
In the event that the iPad is inoperable, (Your School’s Name) does not have a spare iPads for
use while the iPad is repaired or replaced. If a spare unit becomes available this agreement
remains in effect for the substitute. If a student forgets to bring their iPad or power charger to
school, a substitute will not be provided.
Customization of Equipment
The Student is permitted to alter or add files to customize the assigned iPad to their own working
styles within the guidelines set by (Your School’s Name). The student is not permitted to install
software on the assigned iPad or combine personally owned media, as this would be a copyright
violation. To submit a program/application for approval, email (insert address)
Damage or Loss of Equipment
Report any damage or loss to the classroom teacher and the Technology Department, who will
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determine necessary action. All iPads are covered by a manufacturer’s extended 2-year warranty
(Apple Care) as well as an additional insurance policy. The warranty covers manufacturer’s
defects. The insurance policy costs $132 per device for 4 years and carries an additional $100
deductible for each claim. The $100 deductible is also the financial responsibility of the student’s
family. The insurance covers accidental damage from liquid spills, power surges, drops, falls,
collisions, theft (police report required), vandalism, flood, fire, smoke, wind, and earthquake, as
well as damage to batteries and ac adapters. Insurance does not cover loss, negligence and abuse.
For example, throwing the iPad or using the iPad as an umbrella would be considered examples
of neglect and abuse. If an iPad is lost or damaged by neglect or abuse, it is the family’s financial
responsibility to replace the iPad at a price of approximately $500. If an iPad is damaged, (Your
School’s Name) will work with the student, Apple, and the insurance company to determine if it
is a warranty or insurance claim incident.
Standards for Personal iPad Care:
Student Responsibilities:
•
•
•
•
•
•
Bring the iPad and charging unit to school every day.
Keep the iPad with you or within your sight at all times.
Do not let anyone use the iPad other than your parents or guardians.
Adhere to (Your School’s Name)’s Acceptable Use Policy (AUP) at all times.
Report any problems, damage or theft immediately to your teacher and the Technology
Department.
Arrive to school each day with a fully charged battery.
General Care:
•
•
•
Do not do anything to the iPad that will permanently alter it in any way.
Do not remove any serial numbers or identification placed on the iPad.
Keep the equipment clean. For example, do not eat or drink while using the iPad.
Carrying the iPad
Transport the iPad in the iPad case provided by (Your School’s Name). Damage to this case
is not covered by Insurance and is the financial responsibly of the student for repairs or
replacement.
Screen Care
A front and back protective film has been applied to the iPad for protection from day to day
scratches and scrapes. It is not to be removed. Use a clean soft cloth, slightly dampened with
water to wipe the screen of fingerprints when the unit is completely powered off.
Personal Health & Safety
•
•
•
•
•
Avoid extended use of the iPad while resting directly on your lap. The bottom of the iPad
can generate significant heat.
Take frequent breaks when using the iPad for long periods of time. Look away from the
iPad approximately every fifteen minutes.
Do not provide your personal information to anyone over the Internet.
Do not share your passwords with anyone.
Keep the iPad in a secure location when it is not at school.
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Student/Parent Financial Commitment
The iPad, wireless Internet usage, power cord, a carrying case with a Bluetooth keyboard and
maintenance is provided at no cost to the student. However, an increase of $25 to each student’s
yearly technology fee has been implemented to cover partial costs for insurance and extended
warranty.
(Your School’s Name) would greatly appreciate donations of iTunes gift cards in small
denominations to this program to individually offset costs of educational apps purchased for your
child’s iPad. Donations assist the school in providing this state-of-the art technology that greatly
enhances student learning.
Restricted Use
Student placed on restrictive use must only use iPad on the school’s campus during days of
regular instruction. Student must retrieve an iPad provided in core classroom prior to the start of
regular instruction and return it at the end of each instructional day. Students who violate one or
more of the conditions below may, at the Principal’s or Technology Director’s discretion, be
placed on Restricted Use (minimum 1 week) until the Principal determines the student has
satisfied the conditions for non-restrictive use as specified by the Principal. Reasons for placing a
student on Restrictive Use include, but not limited to the following:
• Excessive damage
• Excessive loss
• Non-acceptance of user agreements
• Excessive interruptions in service due to repair of local modifications
• Violation of Diocese of Tucson regulations
• Violation of (Your School’s Name) Responsible Use Agreement and the general (Your
School’s Name) Technology User Agreement
• Inappropriate, defamatory, inaccurate, abusive, obscene, profane, or illegal material found on
iPad
• Violating Standards for Personal iPad Care
• Repeated failure to bring to class or daily/failure to bring charged
• Lack of minimum attendance and/or excessive class tardiness
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Diocese of Tucson
iPad User Agreement Signature Page
Student Pledge:
1. I will follow all the rules as stated in the (Your School’s Name) Technology Acceptable Use
Policy and the (Your School’s Name) iPad Acceptable Use Policy.
2. I will take good care of my assigned iPad.
3. I will never leave the iPad unattended. I will know where my iPad is at all times.
4. I will never loan out my iPad to other individuals.
5. I will charge my iPad’s battery daily.
6. I will keep food and beverages away from my iPad since they may cause damage to the
device.
7. I will not place heavy or stack objects on top of the iPad.
8. I will not disassemble any part of my iPad or attempt any repairs.
9. I will protect my iPad by only carrying it while in the case provided.
10. I will use my iPad in ways that are appropriate and meet (Your School’s Name) expectations.
11. I will not place decorations (such as stickers, markers, etc.) on the iPad or the protective case.
I will not attempt to remove labels.
12. I understand that my iPad is subject to inspection at any time without notice and remains the
property of (Your School’s Name).
13. I will follow the policies outlined in the iPad User Agreement and the Technology
Acceptable Use Policy while at school, as well as outside the school day.
14. I will file a police report in case of theft, vandalism and other acts covered by insurance.
15. I will be responsible for all damage or loss caused by negligence or abuse.
16. I agree to return the iPad, case, keyboard, and power cords in good working condition.
17. I agree that any inappropriate use of the iPad will result in school discipline that may include
the loss of iPad use and school suspension. Inappropriate use includes but is not limited to:
a. Visiting inappropriate websites
b. Possessing inappropriate pictures and or media files
c. Cheating
d. Installing unapproved applications
e. Deleting installed applications
f. Jailbreaking the iPad
I agree to the stipulations set forth in the iPad User Agreement, the Technology Acceptable Use
Policy, and the Student Pledge.
Student Name:___________________________ Student Signature: _____________________
Parent Signature: __________________________________________ Date:________________
Individual school iPad computers and accessories must be returned to the (Your School’s Name)
Technology Department at the end of each school year. Students who are suspended, expelled, or
terminate enrollment at (Your School’s Name) must return the assigned individual school iPad
on the date of termination.
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Appendix 7 - Web 2.0 Items, Descriptions and Links
● Google Apps for Education
http://www.google.com/educators/index.html
Google Apps for Education Edition offers a free (and ad-free) set of customizable tools that
enable faculty, staff and students to work together and learn more effectively.
● Stixy
http://www.stixy.com/
Lets you create online bulletin board to collaborate with family, friends, colleagues. You
can share pictures, files, reminders, notes using different widgets that you can change size
and colors. It’s fun, free, easy and colorful. Stixy deserves a try!!
● Wallwisher (Padlet)
http://www.wallwisher.com/
An online notice board maker. You can use this tool to make announcements, keep notes.
You can use links, pictures, music, video and pages. You don’t have to register
● Wiggio
http://wiggio.com/
Online toolkit that lets you work in groups easily. You can share and edit files, manage a
group calendar, poll your group, post links, chat online and send mass text, voice and email
messages to your group members.
● Webnote
http://www.aypwip.org/webnote/
A tool for taking notes on your computer and you can share your notes with others giving the
workspace name or the URL.
● WikiDot
http://www.wikidot.com/
A wiki builder that allows you to share content, documents and collaborate with your
students and colleagues. You can create pages, forums, separate wikis for groups or students,
discuss topics, upload files, documents, notes, images and share them with others.
● DoingText
http://doingtext.com/
A web based text editor for collaborative writing.
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● VoiceThread
http://voicethread.com/#home
It’s a tool to have conversation around different kinds of media. It’s one of the best ways to
talk and share about your images, documents or videos. You create your Voicethread and
others can leave comments by telephone, text, web cam, microphone or file upload. Learn
more about it by watching this Voicethread.
● StoryBird
http://storybird.com/
Are short and simple stories that you make with others. Write your own text and insert
pictures on your own or collaborate with others.
● WebCanvas
http://webcanvas.com
A collaborative painting project. You can paint using different basic tools, upload or post
professionally drawn images or you can watch others paint live.
● Mixbook
http://www.mixbook.com/
A site that lets you create picture books with others. You start creating your own book with
pictures; invite others to build the rest of the book together.
● Wikispaces
http://www.wikispaces.com/
Create collaborative web pages that you can edit and share together.
● Senduit
http://www.senduit.com/
Upload your files and share them with private links with your team.
● Wridea
http://wridea.com/
An online idea management service and a collection of brainstorming tools. You store,
manage, organize and share your ideas to improve them with others. You use the web
interface or you write an email to your private address to keep your ideas organized. You
have pages and categories that lets you improve your ideas easily and collaboratively.
● Prezi
http://prezi.com/
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An online presentation tool that allows you to zoom sketches on a blank canvas instead of
creating slides. You can create your own group, collaborate on ideas and create your
presentation together.
● Twiddla
http://www.twiddla.com/
A web-based meeting room that allows you to mark websites, graphics and photos or you can
use a blank canvas to brainstorm.
● Board800
http://www.board800.com/
A multi user shared interactive whiteboard with simultaneous access and drawing capabilities.
It lets you add as many as you want. Users can use each page independently, and each user
can see the changes on each page.
● EditGrid
http://www.editgrid.com/
An online spreadsheet. You can share spreadsheet to other users, multiple users can edit at
the same time, you can also embed charts and tables.
● FlockDraw
http://flockdraw.com/
A real-time collaborative drawing tool.
● Twiducate
http://www.twiducate.com/
A social networking tool for schools. Teachers create the online community for their
classroom and start sharing ideas, discussing, posting questions, creating surveys and keeping
the parent in the loop.
● PrimaryPad
http://primarypad.com/
A collaborative tool for schools. It’s a web-based processor that allows for collaboration with
students in real time.
● Glogster
http://edu.glogster.com/
Create an online poster which can include text, images, music and videos and decorate it with
different animations.
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● Wordle
http://www.wordle.net/
Generate word clouds from text that you provide. Choose from different layouts, fonts and
colors.
● Tagul
http://tagul.com/
Create word clouds and these clouds can be in different shapes
● ShapeCollage
http://www.shapecollage.com/
You can create a shape collage with your photos.
● Microsoft Live@edu
http://www.microsoft.com/liveatedu/office365.aspx?locale=en-US&country=USA
Microsoft hosted solution for schools to help increase school’s ability to communicate and
collaborate with a suite of online tools. Tools include email, shared calendars, documents and
workspaces.
● Timetoast
http://www.timetoast.com/
Create timelines and share them on the web with others.
● SuperActionComicMaker
http://www.artisancam.org.uk/flashapps/superactioncomicmaker/
Create your own super comic hero and tell your story with him.
● Kerpoof
http://www.kerpoof.com/
Create original artwork, animated movies, stories, greeting cards and more.
● Pixton
http://pixton.com/
Create and share comic strips.
● Mapskip
http://www.mapskip.com/index.php
A site where you can tell your stories on a map using pictures, videos, and sounds.
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● PicLits
http://www.piclits.com/compose_dragdrop.aspx
A creative writing site that matches beautiful images with carefully selected keywords in
order to inspire you.
● Edmodo
http://www.edmodo.com/
A social learning network for teachers, students and schools.
● PBWorks
http://pbworks.com/
Create a classroom collaborative learning environment.
● Blabberize
http://blabberize.com/
Make your pictures talk using your recorded voice.
● Word It Out
http://worditout.com/
Transform your text into word clouds.
● Odosketch
http://sketch.odopod.com/
A Drawing and sketching tool.
● ZimmerTwins
http://www.zimmertwins.com/
Create your digital cartoon and tell a story with it.
● Animoto
http://animoto.com/
Automatically produces beautifully orchestrated, completely unique video pieces from your
photos, video clips and music. Fast, free and shockingly easy.
● DigitalFilms
http://www.digitalfilms.com/index.php
Lets you create your own film for free. You choose your background scene, characters,
animated actions, dialogue, introduction and ending credits.
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● Tikatok
http://www.tikatok.com/
An online platform where you can write your story, illustrate it and publish your original
story with others.
● SlideStory
http://www.slidestory.com/?page=home
Lets you share your photos with your narrated voice.
● BigHugeLabs
http://bighugelabs.com/
BigHugeLabs offers a valuable free service that lets you do fun stuff with your digital
photographs.
● Dropbox
https://www.dropbox.com/
a free service that lets you bring your photos, docs, and videos anywhere and share them
easily. Never email yourself a file again!
● Socrative
http://www.socrative.com/
Socrative is a smart student response system that empowers teachers to engage their
classrooms through a series of educational exercises and games via smartphones, laptops, and
tablets.
● Nearpod
http://www.nearpod.com/
An all-in-one solution for the synchronized use of iPads, iPods and iPhones in the classroom.
● Reminder101
https://www.remind101.com/
A safe way for teachers to text message students and keep in touch with parents.
● Class Dojo
http://www.classdojo.com/
Save time by recording behaviors and accomplishments right in class, with just one click:
NO extra data entry required.
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I.
Diocese Consultant
It is recommended that the Diocese should budget for a part time consultant, who would be a
resource to help setup LAN's at each of the schools for the Dioceses of Tucson. It is
recommended that approximately $100.00 per hour for one 8-hour day per week. Which is
approximately $21,000 per year.
II.
Grades K-12
This section may be used for either elementary or high schools. Each school should determine
what guidelines it should go with, such as whether there should be one or two workstations per
classroom or whether there should be one, two, or no computer labs.
General
1. These are GUIDELINES ONLY. Every school will be different, and needs to do what is
best for them, and their future technology growth.
2. This guideline follows the concept of a couple of workstations in each classroom and a
computer lab.
3. If any given school has a different number of classrooms, faculty, staff, and
administrative persons, all these numbers and figures will change accordingly.
4. These suggestions may not include all the requirements needed to have a functional
LAN.
Upgrading Facility Electrical Requirements
Implement an adequate amount of electrical power in the facility to allow for the abovementioned amount of computers, servers, network hardware, printer, etc. per school.
Connectivity
1. TOTAL network drops should be as needed. The following areas should be considered:
a) Administrative requirements
b) Classroom requirements
c) Library requirements
d) Computer lab requirements
2. Recommend at least (1) MDF (Main Data facility), preferably in the Administration
building or centrally located in the school, and (2) IDF’s (Intermediate Data Facility),
located at the outer ends of the school. This will allow for future technology growth.
3. Recommend a scalable network. The backbone should run at a minimum of 100 Mbps
or 1 Gigabit full duplex and use switches (as opposed to hubs) as this will insure there
are no bottlenecks for data flow.
4. Recommend that the latest cabling standard be used.
5. Per Category 5 or 6 standard, the maximum distance of copper from server to Client
workstation is approximately 100 meters. If the distance is longer than approximately
100 meters, there must be fiber optic cable between the MDF and any IDF's.
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6. Also, per Category 5 or 6 standard, the company installing the cabling will deliver the
test results for ALL cables installed.
7. Recommend that data drops be installed and provisions be made to install telephone
cabling to the classrooms. If wireless interconnections are being used, then all cabling
requirements should be modified as necessary.
Network Hardware
1. Recommend the Network Hardware be placed in the MDF.
2. Recommend a TOTAL of network drops per school as required.
3. Backbone – Recommend using managed switches, 100 Mbps or 1 Gbps, full duplex. If
using WebSense Internet filtering make sure the Main switch connected to the router
has port mirroring capability.
4. Client - Recommend using 100 Mbps or 1 Gbps Switches.
5. Recommend using an Uninterruptible Power Source (UPS) at MDF's, all IDF's, and
Servers.
6. Wireless Network Access Points - Recommend 1 consumer AP for every 15 wireless
connections or 1 corporate (managed) AP for every 30 wireless connections. Wireless
Network should be secured with WPA or higher level encryption.
Servers
1.
2.
3.
4.
5.
6.
Recommend placement of the Network File Server(s) in the MDF.
The servers MUST be certified to run whatever NOS you select.
Recommend using latest processor and maximum amount of RAM.
Recommend using hard drive mirroring or RAID 5 array for storage redundancy.
Recommend using 50 GB of hard drive space per program.
Recommend using 5-25 GB of hard drive space per user.
Computers
1. Recommend at least two networked computers per classroom.
2. Recommend one networked computer for each Administrative/Staff person.
3. Schools need to choose a current Operating Systems (OS) and must have a licensed
copy for each computer.
Printers
1. The printers that are already on site can be shared from a networked computer, wireless,
or AirPrint interface.
2. Stand-alone printers can be used as needed.
Disaster Recovery Plan
1. Recommend an effective backup system for disaster recovery.
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Training
1. Recommend that each school provide adequate training for teachers, staff, and a
computer administrator. Training should be provided in the areas of software usage,
hardware management, and network use.
Policies
1. Diocese of Tucson Computer and Information Resources Acceptable Policy Use – All
students, with parent signature, must sign (See Appendix 6)
2. Diocese of Tucson Communications Technology Policy – All faculty and staff must sign
and be on file. (See Appendix 6)
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Cost Guidelines
1. Network Cabling or wireless access
a) Approximately $30,000 to $50,000 per school for Cat 5
2. Network Hardware
a) Managed multi-port switches as needed – Approximately $1,000 to $3,000. Prices on
a per port basis. Latest prices are gig port, $25/per port; powered gig port, $75/per
port; powered 100MB port $25/per port. These are copper port prices.
b) Desktop Switches 24 port (preferred) – Approximately $500 to $3,000.
c) Uninterruptible Power Source (UPS) for server – Approximately $50 - $600. Batteries
last about 2 years and cost $50 to $300. Plan for run time plan of 15 min for clean
shut down. Server load determines UPS cost & AC requirements.
d) Wireless Network Access Points - Approximately $50-$150 for consumer APs or
$500-$2000 for corporate APs with controllers.
Networked Computers
1. Windows compatible Workstations - $800 to $1,500 per workstation.
2. Suggested configuration: HP for Education
• Windows 8 Pro 64, Intel Core i7-3770 Quad Core
• Intel HD 40000 Graphics, 4 GB Memory, 500GB hard drive
• HP SuperMulti DVD Writer Drive
• 17-inch LCD Monitor, 15-pin D-sub (Analog VGA), 800:1 Contrast ratio
3. Tablets (iPads, Android Tablet, Windows Tablet)
a) IPad - $300 - $700
b) Amazon Kindle Fire HD - $160 - $270
4. Macintosh Workstations - $1,099 - $1,900 per workstation
5. Suggested configuration: iMac for Education
• 2.9 GHz Quad-Core Intel Core i5, 8GB RAM memory
• NVIDIA GeForce Graphics card, 1920 X 1080 resolution
• 1TB Hard Drive; 802.11n WiFi wireless networking; 2 IEEE 802.11a/blg compatible
• 10/100/1000 Base-T Gigabit Ethernet (R) – 45 connector
Client Operating System
1. Windows 7 Professional or Windows 8 Professional. Note that home versions of these
operating systems will not connect to a domain.
a) $100/license (educational discounts are available)
b) $15/license per computer for networked computers (if ordering for 20 or more
computers)
2. Macintosh OS 10.8 (Mountain Lion)
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a) $19.99 upgrade from 10.7 per station
3. Apple iOS for iPad and iPod Touch
b) Free with device
Software
1. Office 365 Professional/Standard or OpenOffice for PCs
a) MS Office - $99/license per year (educational discounts are available)
b) MS Office $50/license (If you order 100 or more approx. per) - Recommend that the
schools try to buy this through the diocese to get the price break for buying 100 or
more.
c) OpenOffice - free
2. iWork or Office 2011 for Macs.
a) iWork - $30 (1-19 units) or $15 each (20+ units)
b) Office 2011 for Mac - $80 per user
3. Schools should procure and maintain an Internet content filtering system that meets or
exceeds CIPA requirements.
a) WebSense Internet Filter. Meets CIPA requirements. $10/user.
b) Dell Sonic Wall Content Filtering Service for one year $242
Network File Server(s)
1. Option 1:
a) Generic Pentium Server
$1,000 to $5,000
2. Option 2:
a) High End Pentium Computer
b) Network Storage Device
$1,200-1,500
$300-500
3. Option 3 (Macintosh)
a) Two 2.66 GHz 6-Core Intel Xeon (12 cores)
$5,000
Network Operating System
1. Windows server (with 10 client licenses)
$530
2. Windows (client) (most recent version)
$25 per computer
3. Mac OS Mountain Lion single server license
$19.99
Online Backup and Disaster Recovery
1. 3-in-1 backup & Disaster Recovery Online (Zetta.net) $225 monthly / $2,340 yearly
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2. 1TB External Portable Hard Drive $70 - $100
2TB External Portable Hard Drive $85 - $130
Miscellaneous
1. Televisions ($220), Digital Cameras ($75 - $500), Scanners ($49)
2. Projectors, Smart Boards/Intelliboards/Starboards, CPS hardware/software
$2,000 - $14,000
3. Classroom Response Systems (CRS) from Renaissance
$2,200 for 24 pads.
4. e-Learning and Virtual Schools (http://thevhscollaborative.org/)
5. On-line Parent Communication Systems: Edline, RenWeb, Option C
Summary
•
Cabling
$30,000 to 50,000
•
Network Hardware
$500 to 1,600
•
Networked Computers
$800 to 1,500
•
Network File Server
$1,200 to 5,000
•
Network OS
$530 to 880
•
Windows 8 Pro.
$130
•
Macintosh OS 10.8.x
$20
•
Office Suite
$80 to 2,000
Diocese of Tucson
Page 68 of 68

Technology Plan 2013

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