Appendix

A Resource Guide Identifying

Technology Tools for Schools

September 2009
 Introduction & Acknowledgements
SETDA and NASTID’s “Technology Tools for Schools Resource Guide” provides definitions
of key technology components and relevant examples, where appropriate as a glossary for
educators. The guide also presents essential implementation and infrastructure considerations
that decision makers should think about when implementing technology in schools. Technology
enhances administrative, teacher and student capabilities and performance, especially for
those students who lack access to technology outside of school.

The Guide is organized as follows:

• School Technology Structure
• Classroom Components — Computing Devices
• Classroom Components — Hardware
• Classroom Components — Content, Courseware, and Creativity Tools
• Online Collaboration and Communication Tools
• Online Editing Tools
• Essential Implementation Considerations
○○ Technology Planning
○○ IT Support
○○ Digital Citizenship
○○ Data Systems
○○ Professional Development
○○ Student Assessments

For additional details and examples, please visit: The Leveraging Title I & Title IID
Partnerships: Maximizing the Impact of Technology in Education Guide.
Join the online discussion and share your examples at: http://www.setda.org/web/guest/titleIwiki

Credits

Writing
Christine Fox, SETDA
Rachel Jones, SETDA
Layout
Catherine Immanuel
Cover & content images — istockphoto.com

Special Thanks to the Following SETDA and NASTID

Members for Their Contribution to this document.

Richard Long, Executive Director, NASTID

Mary Ann Wolf, Executive Director, SETDA
Kathleen Barnhart, Illinois Department of Education
Geoff Fletcher, Emeritus, SETDA
Rick Gaisford, Utah Department of Education
B.J. Granbery, Montana Department of Education
Sara Hall, SETDA
Karen Kahan, Texas Education Agency
Carla Wade, Oregon Department of Education
Brian Wright, Wyoming Department of Education September 2009
 A Resource Guide Identifying Technology Tools for Schools
School Technology Structure
Schools may implement technology in a variety of ways, and a few of the methods for
implementing computing in schools include:

Centralized Computing Stations: Four to five computers in a classroom setting

enable students to work in small groups, conduct independent research, and save their
work to individual folders or personal storage devices.

Mobile Computing Lab: Laptops are shared among many teachers and signed-out in
advance and are sometimes referred to as COWs – Computers on Wheels.

One-to-One Computing: Each and every student in the classroom has access to his
or her own computing device.
• Maine’s Learning Technology Initiative (MLTI) provides one laptop per student
and teacher in all middle and high schools in the state and provides teacher and
administrator professional development and technical support. Academic achievement
results included increase in writing standard from 29% to 41.4% (after year 4). Also,
economically disadvantaged students outperformed economically advantaged students
in some situations.

Classroom Components — Computing Devices

In a 21st century learning environment classrooms are well equipped with computing
devices that provide teachers and students access to software, online resources and digital
content. In addition to laptop or desk top computers, classroom computing devices and
program structures may include:

Mobile Devices: Mobile devices are pocket-sized computing devices and may include
cell phones, PDAs, etc. Mobile devices are convenient and easy to take anywhere and are
often less expensive than a personal computer.
• Smartphones: North Carolina: Project K-nect program in Jacksonville, NC. Over 100
Smartphones were distributed to 9th grade Algebra I students in Onslow, Durham, and
Winston-Salem/Forsyth Schools to measure their achievement in using these tools for
advanced purposes. The highlight of the program lies in the ability of each phone to act
as a resource to students, allowing them to connect to other students, their teachers,
and participants with the program. Tools available to the student included a closed
instant messaging system, allowing them contact with only those involving with the
program, a series of problem sets created by the Math Forum, and blogs, allowing the
students to post questions and provide support for other students.
http://www.setda.org/web/toolkit2008/student-engagement/technologytools#Chats

Netbook: A netbook is a lightweight subnotebook computer with a low-powered x86-

compatible processor (compatible with PC standard software), small screen (no larger than
10 inches), usually small keyboard and wireless connectivity.

Thin client: A thin client is a client computer or client software in client-server architecture
networks, which depends primarily on the central server for processing activities.

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Classroom Components — Hardware
Audio System/Classroom Amplification Systems: Classroom amplification
systems usually include a receiver, an IR sensor and speakers to mount on the ceiling or
walls. Lightweight, wireless, and wearable microphones are typically included to enable
teachers to move freely around the classroom while speaking at a conversational level to
save their voices. Sound is distributed evenly throughout the classroom so all students can
hear the lesson, no matter where they sit.
Value: When students can hear lesson content clearly in the classroom, they are more
successful at listening tasks and at learning in general. Classroom amplification systems
offer a simple and economical way to improve classroom acoustics, save teachers’ voices,
and enhance student engagement and performance. Classroom amplification systems are
particularly important for younger and ESL students who are developing vocabulary.
Example: In DePere, WI, teachers noted positive improvements in student behavior
when using an amplification system and that the students enjoyed using the microphone,
increasing student engagement.

Digital Video and Still Camera: A digital camera (or digicam for short) is a camera
that takes video or still photographs, or both, digitally by recording images via an electronic
image sensor.
Value: These devices help students and teachers bring creativity, project based learning
and teacher, student, or class created material into the curriculum.
Example: In Adams, Helms and DeJean school districts in California as part of an
initiative to increase math scores through the use of technology, classes were provided
digital cameras and when some students experienced difficulty with complicated algebraic
curves, known as parabolas, teachers photographed those they saw in nearby architecture.
Students imported the digital pictures into computer programs to graph the parabolas; then,
armed with digital cameras, the students went off-campus to find and photograph their own
examples and gained a much deeper understanding of that concept. The program not only
energized the teachers and engaged the students, but test scores improved and dropout
rates decreased.

Document Camera: Document cameras are used to project everything from historical
artifacts to items brought to class for show-and-tell. Science teachers employ them to
demonstrate proper lab procedures; math teachers have students use them to share problem-
solving tips. And most teachers appreciate being able to read from a book that all students
can see. This device works in conjunction with a computer, projector, interactive whiteboard or
independently, and can sometimes be integrated with the collaborative learning software.
Value: Document cameras provide teachers with an opportunity to transform any object
into digital content and to make many of the existing resources like worksheets, articles and
traditional overhead lessons more interactive than a traditional overhead projection device.
This is a valuable tool in almost all subjects. Old texts, artwork, a dissected frog, and 3D
models all can be enlarged to show one example to the entire class using a connected
projector. All digital content can be captured into a software application for future review.
Document cameras can also be used as a “webcam” for video conferencing or capturing the
lesson via connected computer to be used as a podcast for other classes.

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Example: In Newport News, Virginia, schools used document cameras in the editing
of student writing. Students placed their rough drafts on the camera, and class members
would read the writing and offer editing suggestions, such as spelling and grammar
corrections, rearrangement of sentences, and noting the absence of introductory or
concluding sentences. Students that were normally very shy about having a peer edit their
work surprisingly enjoyed having the entire class offer suggestions.

Interactive Whiteboard: (IWB) A large display board comes with accompanying

software and connects to a computer and projector to enable interactivity. The projector
displays the computer’s desktop on the board, and teachers and students control the
computer touching the IWB using a pen, finger or other device, such as a tablet or remote
control. The ability to touch varies. Some IWB software tools record and save lessons that
can be viewed by students who missed a class or by students who need repetition and
review. Interactive whiteboard software (also known as collaborative learning software)
allows teachers to create, deliver and manage lessons within a single application.
Value: IWBs help teacher efficiency in future preparations and enable students who
miss a class or need repetition to review recorded lessons. A research review by the
British Educational Communications and Technology Agency shows that interactive
whiteboards in the classroom result in: increased student engagement and motivation;
greater opportunities for participation and collaboration; improved personal and social skills
and self-confidence; greater progress in mathematics and science for students in years;
accommodation for different learning styles; and improved attainment for students with
special needs
Example: In Lincoln Elementary, Mt. Lebanon School District, PA chapter tests were
used to assess the impact of the interactive whiteboard, student responses systems,
and interactive software on student learning in Math. In classes where the interactive
whiteboard and student response systems were used, average test scores were more
frequently higher when compared to the other classes.

Learner Response Devices: Learner response devices are a class set of devices,
which supply learner response data to a common classroom display. Included are “clickers”
which provide teachers with real-time multiple-choice test data; alphanumeric input devices
which allow for a more detailed response; and classroom-networked graphing calculators
which allow teachers to view student coursework, check problem solving techniques and
guide performance. Each student is provided a device.  The teacher can prepare in advance
informal pre/post tests to track student progress, build informal assessments in advance or
“on the fly” to analyze where students excel or struggle or use common classroom display
for collaborative learning.
Value: Learner response devices encourage an interactive teaching approach, which
provides real-time data about student understanding. Educators have also found
these tools to increase student engagement and participation. They also appreciate the
opportunity to adjust lessons with access to instant, accurate student feedback.

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Examples:
• Graphing Calculators: A Virginia Commonwealth University meta-analysis of 54
high-quality studies concluded that graphing calculators can be an important factor
in helping students develop a better understanding of mathematical concepts, score
higher on performance measures and achieve a higher level of problem solving skills.
Research results from the TI MathForward program, a program that extensively uses
graphing calculator-based learning response devices, has shown that participating
students have demonstrated significant achievement gains on state mathematics
assessments and has helped close the achievement gap for African American students.
• Student Response Systems: In Kissimmee, FL, students were actively engaged
in their learning, learned from each other’s mistakes anonymously, and gained insight
from the various ways the teacher re-represented the curriculum when using student
response systems. The student response system allowed for immediate responses and
with feedback, the teacher was able to ensure students were mastering the material.
According to the data gathered, grade level equivalency growth from grades two to
three was 30-36%, whereas growth from third to fourth grade was 52%. Data gathered
on a group of fourth grade students utilizing a school-wide standardized test in math,
GMADE, proves that the use of SRSs is a valuable and beneficial resource to have in a
classroom. (Rovnak, P. (2009). “A Thesis Presented to the Faculty of Full Sail University”
Reedy Creek Elementary School. Kissimmee, FL)

Portable Media Players: Portable media players are consumer electronics device that
are capable of storing and playing digital media audios and video. Data is typically stored
on a hard drive, microdrive, or flash memory.
Value: Engage students with different learning styles and provide access to content in a
variety of ways anytime, anywhere.
Example: In Union City, New Jersey, a Media Specialist has won numerous awards for
her “Pod People” using iPods to teach English to special needs and bilingual students.
She used music stored on iPods to teach and practice reading, writing and listening
skills. The Media Specialist used song lyrics to teach grammar, music, ethics and reading
comprehension and the iPod recorder for honing diction and speaking skills.
http://www.setda.org/web/toolkit2008/student-engagement/technologytools#Podcasting

Portable Storage Device: A portable storage device (PSD) also known as “flash drive”
or “thumb drive” is a small hard drive designed to copy and store digital content.
Value: Portable storage devices are a cost effective way of providing each student with
ample space to save his/her work and build a portfolio of artifacts.

Printer: At least one printer should be available in the classroom or in close proximity
through a wireless printer connection for teachers and students.
Value: Teachers and students can physically see the results of their work. Teachers
should monitor use to prohibit cost overruns on paper and ink.

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Projector: Many presentation devices need a projector in addition to the presentation
device itself for classroom display.
Value: Projectors are essential for the classroom when teachers and students utilize other
technology components, such as the interactive white board.

Wireless Slates: A wireless slate allows teachers and students to interact with digital
content from anywhere in the classroom.
Value: With the wireless slate, teachers are no longer tied to the front of the room
by a stationary mouse or podium and can circulate throughout the classroom. This
mobility allows a teacher to assume the role of coach or guide, rather than lecturer.
Student participation is encouraged and students with limited mobility or who are simply
uncomfortable standing in front of the class can use the wireless slate to manipulate
images, words and objects on an interactive whiteboard.

Webcam: Webcams are video capture devices connected to computers or computer

networks, often using a USB port or network connection via Ethernet or Wi-Fi.
Value: A webcam helps students and teachers bring creativity to the classroom and
teacher, student, or class-created material into the curriculum.
Example: As part of the curriculum project in Webster Parish Schools, Louisiana, two
schools were provided with webcams for classroom integration activities. Both public
schools involved in the grant reflect growth in school improvement scores and students,
teachers, and administrators reflect growth in technology proficiency as measured by the
Louisiana Technology Proficiency Self-Assessment. http://www.webster.k12.la.us/

Classroom Components - Courseware, Content and Creativity Tools

In a knowledge economy that values creativity and innovation, software and other tools
that allow students and teachers to access and use content should be paired with software
and other tools that allow students to create and share content that they develop. Providing
students and teachers with the ability to create and control their own content has been
effective in both increasing student achievement, teacher efficacy and pride in student work.

Digital Textbooks: Content in digital textbooks is tailored to student abilities and

interests.
Value: Digital textbooks offer various interactive functions and provide the learner with
a combination of textbooks, reference books, workbooks, dictionaries and multimedia
contents such as video clips, animations and virtual reality, both at school and at home
without the constraints of time and space. Digital textbooks can save on costs over the
long term.
Example: At several high schools in Michigan, teams of high school students with a
teacher mentor constructed a web-based digital storybook lesson utilizing Michigan’s
Educational Technology Standards. The teams researched various technologies to
construct digital studios and then created digital storybooks. Once completed, the teams
shared their productions with the elementary schools, providing another technology
resource for the district to use.

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Educational Software and Subscriptions: Educational software products and
subscriptions are available for purchase, download or distribution via electronic media for
teachers and students. Many of these products are available for students to use at school
and at home.
Value: Educational software products and subscriptions can engage students, promote
self-directed learning and expand learning beyond the classroom and hours of the school
day.
Example: The Language Instruction Network Knowledge (LINK) project at Mullan
Trail, Ponderosa, Prairie View, and Seltice Elementary Schools in Idaho utilizes language
software to provide students with access to relevant technology in the classroom and at
home. The LINK project provides opportunities to engage, teach, and practice language
usage skills, develop mastery with language concepts and enhance mastery of language
usage and the writing process.

Geographic Information Systems: A geographic information system (GIS)

integrates hardware, software and data for capturing, creating, managing, analyzing and
displaying all forms of geographically referenced information. GIS can work as stand-alone
desktop software, as a web-based application, or on a mobile device.
Value: GIS allows students to view, analyze, question, interpret and communicate data
through the use of maps, globes, tables and charts, while using problem-solving skills to
reveal relationships, patterns, and trends.
Example: In Joppatowne High School, MD, 11th grade students learned fundamental
skills of geographic data analysis, expanding on each lesson by conducting local analyses
to address issues in their community. During the year, they submitted maps to an annual
GIS conference in the state. After passing a critical test of knowledge and submitting a
capstone project, students earned a certificate recognized by NASA and the US Department
of Labor. At the end of the 2008-09 year, students and teachers presented their experience
before 10,000 GIS professionals from around the world.
http://www.esri.com/events/uc/agenda/plenary.html

Podcasting: A podcast is a series of digital computer files, usually either digital audio or
video, that is made available for download by means of web syndication.
Value: Students can create and use their own digital content.
Example: In Upper Saddle River School District, NJ “Poetry Podcast” project, second
grade students created a class podcast of their poetry reading. Using the Reading and
Writing Workshop model as its backbone, the second graders read and wrote poetry for
a unit lasting four to six weeks. To celebrate, each child selected one original poem to
edit, revise, and publish for the Poetry Podcast. Since implementing the program in 2005,
student vocabulary scores have increased by 9.3% and Reading Comprehension scores
have increased by 3.2%.
http://www.setda.org/web/toolkit2008/student-engagement/technologytools#Podcasting

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Productivity Tools: Tools include a typical business suite of software products
that consist of word-processing, spreadsheets and any other necessary district specific
applications.
Value: Teachers and students can utilize software for writing, graphing and presentations
to enhance technology literacy skills.
Example: In Arkansas, the Jonesboro Public Schools implemented the S.M.I.L.E.
(Students Meeting ISTE Learning Expectations) project designed to create technology
literacy for students in grades 5-9. This program assists students with academic skills
in literacy, math, and science through electronic project-based activities—exploration,
information, and research; comprehension and summarization; data collection, analysis
and presentation. An audit of students’ electronic portfolios in March 2008 revealed that
technology literacy increased. www.jps.k12.ar.us

Simulations: Simulations are the imitation of a real event or process and can be used to
show the eventual real effects of alternative conditions and courses of action.
Value: Simulation engages students and develops critical thinking skills and strategies.
Simulations eliminate science lab costs and set up time.

Examples: The Radford Outdoor Augmented Reality (ROAR) project augments reality
curricula for elementary, middle and high school students by using handheld computers
equipped with GPS to superimpose digital characters and images over a real physical
place, such as a school playground or athletic field.
http://www.radford.edu/mdunleavy/445/ROAR.html.
Computer simulations of dissections and labs for K-12 and higher education software
engage students with immersive and interactive 3-D simulations of anatomy and physiology.
Systems often include audio narration, captioned text and realistic 3-D simulation to deliver
key concepts within the theory and foundations of biology. View example:
http://www.youtube.com/user/Setda1#play/all/favorites-all/0/PCY4_Hj5yaM

Online Collaboration and Communication Tools

Online collaboration and communication tools enable administrators, teachers and students
to collaborate and communicate online in real-time across geographic distance.

Blogs: A blog is a type of website, usually maintained by an individual with regular

entries of commentary and descriptions of events or other materials. Entries are commonly
displayed in reverse-chronological order.
Value: Blogs allow for an interactive, informal format for discussion and are available
anytime, anywhere. Student and teacher blogs may be password protected or by invitation
only to ensure student security. Blogs provide teachers the opportunity to push information
to students and parents and to update their students and families in real time.
Example: In one Tennessee high school, ninth grade journalism students used a blog to
publish high school news daily, whereas in the past they published a hard copy newspaper
only once or twice a year due to the high cost. Now the journalism class is able to do more
journalism with modern tools of the trade.
http://www.setda.org/web/toolkit2008/student-engagement/technologytools#Blogs

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Chats: Online chats refers to any kind of communication over the Internet, but are
primarily meant to refer to direct one-on-one chat or text-based group chat using tools such
as instant messengers, Internet Relay Chat, talkers and possibly MUDs.
Value: A form of online, instantaneous communication gives students the chance to
interact with classmates, teachers and/or students from other schools and grade levels
from around the world. Chats can increase student collaboration and minimize errors with
homework assignments or directions.
Example: Kulm High School in North Dakota has implemented handheld computers
and software, allowing teachers to interact with every student in the room at the same
time by creating a “chat room” like environment within the actual classroom. Teachers and
students interacted via the handhelds throughout the school day. Teachers were able to
push out assignments and collect assignments electronically. The administration reported
that discipline was better; grades were higher; and students were retaining what was
taught, according to the scores on the state assessment and online assessments that were
conducted twice during the year.
http://www.setda.org/web/toolkit2008/student-engagement/technologytools#Chats.

Instructional Management Systems: Instructional management systems combine

online course management, communication and collaboration tools. Online tools may
include a discussion forum, file exchange, email, online journal/blog, real-time chat,
interactive whiteboard, bookmarks, calendar, search tool, group work, electronic portfolio,
registration integration, hosted services, quizzes/surveys, marking tools/grade book, student
tracking, content sharing and an object repository, amongst other tool offerings.
Value: Instructional management systems offer collaboration and many types of
communications within the school community.
Example: In Texas, Corpus Christi Independent School District improved levels of
communication after implementing an instructional management system. At the instructional
level, improved communication facilitated the success of team teaching and mentoring
programs, allowing teachers to work together within departments and collaborate across
subject areas to create exciting multidimensional lessons and share best practices.
Teachers also saved time by posting all relevant information on their class webpages and
directing student and parent questions there. Increased communication between teachers
and parents coincided with a significant increase in the number of parents visiting the school
and classroom webpages. Accelerated students moved ahead with extra assignments,
readings or activities, while those who need to catch up had access to study guides and
could ask questions of teachers and other students through email or online discussions. As
a result, students’ learning was more self-directed.
http://www.echalk.com/xres/uploads/case-studies/eChalk%20Corpus%20Christi%20
ISD%20Case%20Study.pdf

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Social Bookmarking: Social bookmarking is a method for Internet users to store,
organize, search and manage bookmarks of webpages on the Internet with the help of
metadata, typically in the form of tags.
Value: Many social bookmarking services provide web feeds for their lists of bookmarks,
including lists organized by tags. This allows subscribers to become aware of new
bookmarks as they are saved, shared, and tagged by other users. This saves students and/
or teachers time, reduces the number of emails and compiles all resources in one central
location.
Example: In the state of Washington the Department of Education’s Educational
Technology Office hosted a site that tagged EdTech research that supported the state
educational technology plan. The planning group was able to compile research in one
central location and provide public access to this research. http://delicious.com/edtech.ospi

Video-Conferencing: Video-conferencing uses specialized equipment that allows

two or more locations to interact via two-way video and two-way audio transmissions
synchronously.
Value: Video-conferencing builds media literacy, communication and collaboration skills.
Video conferencing opens opportunities for students limited by location, saves money on
travel and minimizes loss of instructional time.

Virtual Learning: Virtual learning (also referred to as online learning) may involve
synchronous and/or asynchronous instruction and can supplement the bricks and mortar
traditional school (face-to-face) approach to enhance learning and promote 24-7 access.
Please see the above Online Collaboration and Communication Tools and the educational
portals and online courseware below for additional consideration for virtual learning. Note:
Virtual learning and video-conferencing are not the same thing.
Value: Virtual learning programs can provide vast opportunities for students and teachers
that may not otherwise be available locally. Virtual learning supports equity and access
for students, including highly qualified teachers, flexible learning opportunities, and credit
recovery/remediation.
Example: ACCESS Distance Learning is a statewide, school-based program that is free
to Alabama students in Grades 9-12. The initiative focuses on bringing true equity to all
Alabama high school students by providing access to Advanced Placement, dual credit, and
core courses, as well as electives, remedial and enrichment materials and other courses
necessary to meet advanced diploma requirements. Courses are taught by certified and
highly qualified teachers, aligned to state standards and delivered through online media
using a web-based system.

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Example: The LIVE-C - Learning through Interactive Video Experiences at Three
Rivers School District in Oregon (Grades 1-12) was designed to bring the world to the
geographically isolated, culturally limited and high poverty students through the use of
mobile interactive video conferencing (MIVC) equipment. Teachers are able to invite in
experts from around the world to enter their classrooms as co-teachers, as well as connect
their students to students around the globe. Fifth grade Reading/Lit Statewide Assessment
scores at Fruitdale Elementary rose from 61.4% in 2006/2007 of students meeting or
exceeding the standard to 95% 2007/2008. In math, 86.7% of students met or exceeded in
2007/2008, up from 63.6% in 2006/2007. Gains were also noted at other elementary, middle
and high schools.
http://www.soesd.k12.or.us/News.asp?NewsID=278

Web Conferencing: Web conferencing tools provide the opportunity to give general
presentations, online trainings and the chance for online collaboration including user
desktop sharing. All meeting workspaces are organized into pods with each pod performing
a specific role (i.e. chat, notes, web links, presentations etc.).
Value: Administrators and teachers can conduct online meetings that include desktop
sharing of information, which can minimize travel time and expenses. Also, these events
may be recorded and reviewed at a later date for participants that might want to review the
materials and also for those that were not able to attend the live event.
Example: Alabama used web conferencing tools to conduct an abridged virtual version of
the Alabama Educational Technology Conference. Alabama awarded over 210 teachers,
administrators and other participants 1,800 hours of professional development credits for
attending the 54 sessions offered through web conferencing.

Online Editing Tools

Online editing tools are digital tools that enable administrators, teachers and students to edit
documents online across geographical distances.

Wikis: A wiki is a website that uses wiki software, allowing the easy creation and editing of
any number of interlinked web pages. Wikis are often used to create collaborative websites,
to power community websites, and for note taking.
Value: Students interact with each other and students around the world to solve problems
and work collaboratively.
Example: In Perth Amboy High School, NJ, students collected and conducted tests on
water samples for the “Raritan Watershed” project. They compiled data electronically and
exchanged information with other schools online. Results were discussed on wikis, and
multimedia presentations were prepared to illustrate results and conclusions. Before this
program was implemented, none of the students received a score of three or higher on
the AP Environmental Science exam. After implementation, 30-40% of the students have
received a score of three or better.
http://www.setda.org/web/toolkit2008/student-engagement/technologytools#Wiki

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Essential Implementation Considerations
In addition to equipping classrooms with technology tools and resources, decision makers
should take into account other essential implementation and infrastructure considerations
including: technology planning, IT support, digital citizenship, data systems, professional
development and student assessments.

Technology Planning
Integrating technology tools requires comprehensive planning. The International Society for
Technology in Education (ISTE) provides National Educational Technology Standards for
students, teachers and administrators (NETS-S, NETS-T and NETS-A). Please consider the
ISTE NETS-S Essential Conditions for implementing the NETS as you plan for technology
integration. The ISTE Essential Conditions highlights 14 conditions including planning and
leadership, professional development, technical support and policies. Please visit ISTE’s
NETS-S Essential Conditions for more details.

IT Support
IT support is essential for effective technology implementation. IT support often
includes asset management, user administration, software installation and configuration,
maintenance, warranties, technical issues, and a host of other issues related to technology.
Value: IT staff work to ensure that technology implementation is effectively meeting the
needs of administrators, teachers, students and parents.   IT staff can work collaboratively
with administrators and teachers to build capacity at the district and school level.
Example: The MLTI program in Maine designates a Tech Lead at each school who is
the primary contact and expediter for all school related support and asset management
issues related to the MLTI program.   Duties include, but are not limited to: supporting
users with daily technical issues; technical and support liaison with vendor; ensuring that all
eligible teachers, administrators and students have a working device; asset management;
assignment of individual devices to users; creation and management of account access;
and software installation and configuration.

Digital Citizenship
Digital citizenship is an important topic when considering student and teacher’s use
of technology in both personal and educational settings. The vast influx of information
and multimedia in our schools and home has made the question of ICT (information,
communication, technology) fluency a moving target. Consistent access to new learning
experiences through media such as television and the Internet has changed the paradigm of
student learning. Kids today have access to media and information anytime and anywhere.
Therefore, learning does not happen only eight hours a day within the school building as it
did for a majority of students in past generations.

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Value: Access to technology poses many opportunities to develop life-long learners
with creative, innovative approaches to solving problems—now and in the future. It also
poses challenges as schools struggle to stay ahead of this ever-changing landscape. It is
important to collaborate to successfully address the overarching goal of developing students
who leverage all the technology, communications and information. States and districts
are developing standards and policies that keep our students safe by providing them with
technology skills and utilizing communication and information in the most productive ways.
For more information please visit: http://www.setda.org/web/guest/toolkit2007/medialiteracy

Data Systems
Longitudinal data systems capture student demographic and achievement data over time.
Value: Longitudinal data systems are crucial for accountability and to provide comparative
data across district and state lines to ensure all students are receiving relevant instruction
aligned to baseline academic standards.
Example: The Pennsylvania Department of Education recently launched the Pennsylvania
Value-Added Assessment System (PVAAS) Evaluating Growth, Projecting Performance.
Districts and schools used progress data, in conjunction with achievement data, to
ensure all students are on the track to proficiency. This comprehensive system allows all
Pennsylvania educators to utilize progress and achievement data so that they are able to
make data-informed instructional decisions.
http://www.pde.state.pa.us/a_and_t/site/default.asp

Professional Development
On-going sustainable professional development is an essential for creating 21st century
learning environments and changing the way teachers teach and students learn.
Professional development options may include:
• Education Portals
• Online Courseware
• Professional Learning Communities
• Technology Coaches/Integration Specialists

Education Portals: Education portals offer a one-stop set of resources for educators,
parents and students to support teaching, learning and leading. Portals provide access to
shared resources and create an entry point to other information or services. This one stop
shopping enhances professional development experiences by administrators, teachers
and coaches with the online support anytime and anywhere. Portals often include:
subscriptions, data systems, content standards, lesson plans, courses of study, research-
based training resources, model classroom examples, engaging interactive media, web
resources, listservs, online portfolios and other educational resources.
Value: A portal allows educators to quickly search for lesson plans or other resources by
content standard, grade level, specific student and classroom needs and/or topic.

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Example: Arizona’s Integrated Data to Enhance Arizona’s Learning (IDEAL) is a web
portal where educators access educational resources and services with the ultimate goal
of increasing the academic achievement of all Arizona students and supporting school
improvement efforts throughout the state. Through a single sign-on, educators enter a web
environment and access a vast array of online resources including: online professional
development, a streaming video library, online high stakes practice tests, iTunesU K - 12, an
online school improvement planning tool and a formative assessment test item bank. IDEAL
represents the commitment and dedication of the Arizona Department of Education and
Arizona State University to offer online resources that support high-quality teaching and that
provide an engaging, technology-rich learning environment for all Arizona students.
http://www.ideal.azed.gov/node

Online Courseware: Online courseware provides teachers access to online courses.

Value: Online courses provide professional development resources for teachers in all
districts, regardless of geographic location.
Example: Delaware provides access to online courses through eLearning Delaware.
Teachers have access to several clusters of courses. In one cluster, teachers learn what types
of curricula and learning principles ensure students’ success in the 21st century workplace
and post-secondary education. In another cluster, teachers receive the skills and knowledge
necessary to implement technology in the classroom through web-enhanced lessons, project-
based learning, and virtual field trips. Teachers connected with other teachers in an online
environment to ensure on-going and sustainable professional development.
http://www.dcet.k12.de.us/elearning/index.shtml

Professional Learning Communities: Professional, online learning communities

provide teachers and administrators the opportunity to share resources, highlight strengths
and gain support in an online setting.
Value: Online learning communities provide the opportunity for collaboration in a collegial
environment and for teachers to learn and share without time or travel constraints.
Example: Iowa’s Professional Development Model incorporates video conferencing, peer
coaching and follow-up assessments and promotes individualized instruction. Teachers and
coaches are able to watch others teach using video conferencing despite long distances.
These professional learning communities provide teachers with the collegial support needed
to increase the likelihood that teachers will adopt the new strategies into their behavior. The
training and support has revolutionized the way that teachers in these districts instruct math
and reading, and the data serves as proof of the program’s effectiveness.
http://www.perl.educ.iastate.edu/reports

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Technology Coaches/Integration Specialists: In a professional development
context, coaches and mentors provide teachers with leadership for lesson planning and
implementation, honing specific teaching strategies, developing and identifying instructional
materials and resources and modeling professional discussions about student learning.
Value: Experimental studies have proven that mentoring and coaching relationships
benefit from the use of technology in many ways. As a result of delivering these services
using technology, the coaching and mentoring process is compressed through near-
real-time service. This is particularly critical in rural and inner-city areas where these
opportunities are often limited. Instructional technology coaches or mentors in schools
provide opportunities for collaboration in planning and co-teaching to help teachers utilize
new practices and resources
Example: Virginia dedicated state funding to provide one coach for every 1,000 students
for all schools. The role of the coaches is to work directly with teachers to integrate
technology in the classroom, to train teachers to use technology effectively and to assist
with curriculum development as it relates to educational technology. Virginia’s coaches use
management systems to provide online and hybrid professional development sessions to
schools. Web 2.0 tools such as blogs and wikis help foster participation and collaboration
and the development of 21st century skills.
http://www.doe.virginia.gov/VDOE/Technology/OET/itrt_guidelines.pdf

Student Assessments
Assessments are used to evaluate student growth and achievement. Common
assessments that utilize technology include: formative, online, performance and portfolio.
Formative Assessments: Through the use of technology, classroom teachers
can conduct innovative micro-assessments of all students for the purpose of improving
instruction.
Value: This provides exciting new opportunities for the remediation or enrichment of each
and every student helping all students reach their highest potential. This will not happen
without adequate teacher training, IT support to ensure the reports delivered to teachers
are relevant and user-friendly and strong leadership. Data analysis is essential in driving
classroom instruction at the school, district, and state levels of the educational system.
Example: In Seminole County, FL the district purchased handheld devices to conduct
the DIBELS reading assessments in 2004. Scores were delivered in real-time, and after
a button was pushed to sync the device, data was transferred to a secure web platform
that provided tools for analysis and data-driven instructional decision making. In addition,
teachers, principals and administrators can accessed a range of easy-to-read reports
designed to deliver the data views educators needed to track progress and understand what
resources and strategies were most effectively improving student outcomes. For the last five
years, this focused system of data collection, analysis and intervention had led the entire
Seminole County school district with 36 elementary schools to an “A” ranking according to
the Florida Department of Education.
http://thejournal.com/articles/2008/07/01/elementary-schools--the-time-is-now.aspx?sc_lang=en

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Online Assessments: Schools and school systems are using online assessments
through secure network connections to assess student understanding of content regardless
of the delivery methodology. Online assessments are used for low stakes testing to provide
feedback to the student or teacher. Data in summative context can be used for student
grade promotion and, in some cases, for facilitation of state standardized achievement
tests.
Value: Real-time, automated scoring and aggregation of results that can be analyzed in a
timely fashion.
Example: Virginia’s web-based Standards of Learning (SOL) Technology Initiative started
with the goal of having schools use web-based systems to improve the instructional,
remedial and testing capabilities of Virginia’s Standards of Learning (SOL) state
achievement tests. The online version of the test is exactly the same as paper-pencil
version of the test; the format is the only aspect that differs. The administrative benefits
gained from delivering online SOL tests include: less administrative time required to record
student demographic data; improved test monitoring capabilities; web-based reporting of
student test results; and reduced turnaround time to receive student test scores resulting in
potential increases in instructional time.
http://www.doe.virginia.gov/VDOE/Technology/soltech/soltech.html

Performance Assessments: Performance assessments sometimes called authentic

or project-based assessments requires student demonstration of a skill set either through
series of actions or development of a product in order to prove competency. This type of
assessment presumes that product completion can only be accomplished by the student
knowing and understanding the series of embedded skills being assessed.  
Value: Technology can facilitate performance assessment by creating simulations of projects
or activities that require, in accurate fashion, the same behavioral procedure and choices as
the real-life situation.
Example: Students at McKinley Technology High School in Washington, DC, specialize in
one of three technology-focused areas: biotechnology, broadcast technology and information
technology. Broadcast teachers work with language arts teachers to create performance
assessments that require students to showcase both their broadcast and language arts skills.

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Portfolio Assessments: Portfolio assessment allows for evaluation of student
achievement through a repository of student-created artifacts that are gathered over an
extended period of time, whereby the student has made decisions about selecting and
organizing the work and has reflected upon the individual products within the portfolio as well
as the package of material as a whole. Typically, the pieces included in a portfolio represent
finished products rather than in-process documents.
Value: Because portfolios contain multiple products taken from different points in time, they
allow for the demonstration of student growth over that period of time (e.g., a school year).
Technology is integral to the effectiveness of portfolio assessment as it allows for the creation
and sharing of a portfolio from within and out of a school.
Example: South Carolina’s STEPPS (Sustained Technology Education for Professionals,
Parents, and Students) grant project for 6th - 8th graders focus on one language arts
teacher in each grade at Johnakin Middle School. STEPPS provides intensive professional
development, equipment and parent outreach to improve student attendance, behavior and
academic achievement through the use of technology. Teachers receive training in technology
integration, media literacy, software and participation in online professional development.
Technology-rich classrooms were established along with the development of technology-rich
lessons. Improved home-school communication was also made possible through the use
of technology. Using the state’s ePortfolio System, students submit electronic portfolios to
document progress in academics and technology proficiency. Average MAP Scores for grant
students improved from 210.6 to 216.7. Overall, 68% of students made gains in ELA scores
on Measure of Academic Performance. There was a 29.5% decrease in total office referrals
for discipline between 2006-07 and 2007-08 as of 4/8/08. Truancy rates decreased 37% in the
same period of time. http://www.marion1.k12.sc.us/education/district/district.php?sectionid=

For Additional Details and Examples Please visit: The Leveraging Title I & Title IID
Partnerships: Maximizing the Impact of Technology in Education Guide
Please join the Online Discussion and Share Your Examples.
http://www.setda.org/web/guest/titleIwiki

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