1. Wiscasset High School Technology Integration

2. Key Components of Program Strengths Development of a Supportive Infrastructure – Director of Technology member of Administrative Team Cultivation a professional development plan the embraces experimentation and sharing of best practices Scheduled Professional Development time, support/opportunities, and expectations for teachers Principal models computer literacy, experimentation through ICT The absolute necessity of advocacy for integration in the classroom as a part of supervision of teachers (use in observation commentary and goal setting by staff for each year. Principal oversight of appropriate internet and computer use by students and teachers – AUP (Acceptable Use Policy) Cultivating a culture that allows for faculty reflection/feedback

3. Setting up a Supportive Infrastructure – Effective Use of Budget and Grants The role and interface with Technology Coordinator was critical, and was well established. At Wiscasset High School it was critical that Technology Integrator possessed and promoted the vision that all students should have access to one-to-one computing at the Administrative Team level. We used E-rate funds so that high school students could have laptops before Maine funded laptops for high schools to minimize local budget impact We purchased controlled storage using local equipment funds – Carts with chargers inside. Phased in – Freshmen first - Phased in over a 3 -year period.

4. Infrastructure Supports (cont) We also made sure that our networks were solid before starting this project because without a reliable infrastructure, the technology would go unused. We put equipment into the hands of the teachers before rolling it out to the students so teachers would feel more comfortable. We spent Title IID funds for staff development with not only "How to" use pieces of software but how to integrate it into their classrooms. We applied for grants like the RUS grant which provided distance- learning equipment basically free to all our schools.

5. Infrastructure Supports (cont) We placed a technology integrator on staff at each of the schools to support the staff and students in their use of technology. The principal used technology and encouraged my teachers to do the same. The administrative team added a technology related goal for all staff for supervision and evaluation. The superintendent also used technology in his dealings with the staff and the School Board. We used technology innovation to offset budget costs in other areas such as research, current events, online testing (NWEA) with quick feedback for the teachers, remedial activities for students, and even online textbooks.

6. Promoting Teacher Readiness We planned for computer training at the Admin team level, establishing the use of technology as the norm and as a district wide goal for all teachers. We also insisted that staff use technology for certain things like school notices via email, grades done on the computer, and budgets. This forced everyone to use technology to a minimum and the confidence to try other things. We implemented professional development with Late Start Wednesdays so that we could create computer training tailored to staff readiness. We sponsored many trainings after school and began each year getting everyone up to speed on Powerschool, as well as mandated use of technology for grading and budgeting. We surveyed the staff to find out what they needed for trainings, and we also offered after school training, as well as paid summer training on these topics.

7. Changing the Culture We used SMART Goals format to establish individual faculty goals around technology integration. Each goal required evidence of accomplishment each year. Technology integration became a goal beginning in 2003. We created a subcommittee for laptop integration and use in instructional curriculum that met regularly and reported on progress. We shared successes at faculty meeting. Every faculty meeting from 2008-2010 had a technology tip at the beginning of each meeting. We dedicated time for the technology integrator to be in classrooms assisting teachers in integrating technology into the classroom. This time was slotted so teachers could sign up for the help in class. We disseminated data through computer so that faculty discussion of student progress utilized this data in conversations about teaching and learning.

8. Changing the Culture (cont) The principal communicated almost exclusively through the use of computers, and faculty discussions were vetted before meetings and sharing done through Google Docs. We added a course required of all students in media Literacy to teach responsible and effective computer use. We established online tutorials for technology use. We required student use of Google Docs in all courses and for creation of their own PLP’s. Students had full access to grades, to online documents to support teaching like Moodles, Blogs, Wikispaces All students were instructed in eportfolios. We established online tutorials for technology use. We required student use of Google Docs in all courses and for creation of their own PLP’s. Students had full access to grades, to online documents to support teaching like Moodles, Blogs, Wikispaces All students were instructed in eportfolios.

9. Computer Technology At WHS  1-to 1 computers for grades 9-12 since 2006  Embedded ICT in Most Classes  CAD Programs in Technology Education  Digital Imaging Classes  Lights, Camera Action Class  Computer Skills for College class  Media Literacy class using Web 2.0 tools  Virtual High School for all

10. Feedback for Sustainability Teachers filled out numerous needs assessments for computer integration, completed numerous surveys that indicated their desired training, and were given time with subs to attend trainings or work with the computer integrator. Student feedback on E portfolios was solicited. New courses were implemented to deal with these deficiencies, i.e. Digital Imaging, Lights, Camera, Action, Media Literacy 2.0, Microsoft proficiency, and Internet research units in all classes. Student feedback on E portfolios was solicited. New courses were implemented to deal with these deficiencies, i.e. Digital Imaging, Lights, Camera, Action, Media Literacy 2.0, Microsoft proficiency, and Internet research units in all classes.

11. Feedback for Sustainability Teachers dictated the need for a Media Literacy class as a requirement for all students to teach sound research practices, as well as to educate the students about the dangers associated with improper use of the Internet. Senior feedback was used to address student perceptions of deficiencies in their computer readiness and expertise. Evaluations of all Trainings were conducted to assess teacher progress/satisfaction. Senior feedback was used to address student perceptions of deficiencies in their computer readiness and expertise. Evaluations of all Trainings were conducted to assess teacher progress/satisfaction.

12. Examples of Integration Faculty / Student/ Parent tutorials Google Apps for School-wide Use Faculty, Student, and Administrative Use of Blogs, Moodles, Wikispaces, Podcasts, Slideshare and Video Links, etc. Introductory Technology class for Freshmen, covering Google Apps, Moodle, Creative Commons licensing, research and search tools, social bookmarking, annotation and organization tools, and multimedia applications