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Technology Administrator
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Running head: Bradley Information Services Department of Instructional Technology 1
Bradley Information Services Department of Instructional Technology
Angela D. Kennedy
Georgia Southern University
FRIT 7739
Dr. Clark
03/22/2014
Bradley Information Services Department of Instructional Technology 2
Executive Summary
The Bradley Information Services Center houses the Muscogee County School District’s
Department of Instructional Technology in Columbus, Georgia. This department serves the
county’s fifty-four schools. The department’s primary activities are the design, development,
and implementation of instructional software training and consultation with school
administrators, faculty, staff, and members of other Information Services’ departments.
The department’s mission is to support educators by providing them with the tools
needed to effectively integrate information and communication technology into the classroom.
Similarly, the department’s goals are to support the Information Services Division’s goals by
assisting educators in developing student learning and leadership opportunities, building healthy
partnerships throughout the district, assisting with software purchasing decisions, and aiding the
division in accomplishing the district’s strategic goals.
The department has been mostly successful in accomplishing its goals. All interviewed
stakeholders agree that this department is very effective in meeting its objectives and adds value
to all services provided. However, stakeholders and members of the Department of Instructional
Technology stated that to fully accomplish their goals, each school should have a dedicated
Instructional Technology Specialist. Despite the apparent need for more Instructional
Technology Specialists, the department’s staff will be reduced from thirteen Instructional
Technology Specialists to three Technology Integration Specialists next year. In light of this
development, recommendations for improvement include shifting individual faculty training for
integration of technology into lesson plans to the Academic Coaches, software maintenance and
startup support should shift to the Department of Application Services, and Technology
Integration Specialists should be assigned grade level tasks instead of regional level tasks.
Bradley Information Services Department of Instructional Technology 3
Organizational Chart
The Bradley Information Services Center’s Instructional Technology Specialists (ITSs)
are members of the Information Services Division’s Department of Instructional Technology
(DoIT). They serve a number of clients, including other areas of the Division of Information
Services, teachers across the county, school administrators, and other school staff members.
Figure 1: Organizational Chart
Methods
The DoIT serves all of the Muscogee County School District’s schools, so information
was collected onsite and from the schools visited over the past two months. Several methods
were employed to assess the needs of the DoIT’s stakeholders and to determine whether these
needs are being met. A formal meeting was conducted with the district’s CIO and the Project
Bradley Information Services Department of Instructional Technology 4
Management Office. Questions for this meeting are located in Appendix A. A survey located in
Appendix B was sent to all of the ITSs for feedback about their roles, and interviews were
conducted with a high school principal, two media specialists, a CTAE supervisor, a computer
lab technician, and three teachers across the county. Questions for these interviews are included
in Appendix A. In addition to the information personally gathered, the school district’s
technology plan, the Information Services Division website, and the DoIT’s web page were
reviewed. Finally, because the primary responsibility of the ITSs is the development and delivery
of technical training, the DoIT’s director provided two sets of surveys with over 1,000 faculty
responses to a district wide two-day Smart Board training course that all ITSs are required to
conduct. The survey questions are located in Appendix C and Appendix D.
Center Context and Goals
History of the Department of Instructional Technology. Two ITSs discussed the
history of ITS. One of these ITSs was one of the first two ITSs hired in Muscogee County in
1994. At that time, there was no DoIT, and ITSs were assigned schools across the district and
maintained an office at one of the locations they served. Formal training was conducted in labs
at one of two district schools. The DoIT was formed during the 2009-2010 school year;
however, ITSs were still scattered across the district, and there was no central location for this
department. In an effort to consolidate and have all Information Services’ employees located in a
central location, the Muscogee County School District renovated an old county library building,
which is now named the Bradley Information Services Center. The DoIT moved to this building
in 2011. Currently, the building houses the DoIT, the Department of Project Management and
Technical Operations, the Department of Applications Support, and the Department of Customer
Bradley Information Services Department of Instructional Technology 5
Support Services. The ITSs believe this was a positive direction for the Information Services
Division and for their department. Because they are all located in the same building, they are
better able to communicate with each other and have also built camaraderie with the other
departments in Information Services. Communication is far better among the ITSs, and they have
been able to assist other departments with communications to school administration, faculty and
staff across the district.
Mission of the Department of Instructional Technology. The DoIT’s mission is to
support “teachers and other educators with deliberate and comprehensive integration of
information and communication technology and tools that affect practices of teaching, learning,
creative inquiry, literacy, and global citizenship.” (Muscogee County School District, 2013)
Goals of the Department of Instructional Technology. The goals of the Department of
Instructional Technology are to support those of the Division of Information Services at-large.
The Division of Information Services’ strategic goals are
Goal 1: Identify, develop and provide access to technology tools and resources
supporting the instructional improvement process.
Goal 2: Develop and provide access to student learning and leadership opportunities and
resources that promote academic growth and success.
Goal 3: Work proactively to build healthy partnerships throughout the district to better
serve our customers in meeting their business objectives.
Goal 4: Architect, deliver and maintain a reliable technology infrastructure appropriate to
support the core instructional mission of the district.
Goal 5: Work proactively to create and sustain a Division of Information Services based
on best practices that can effectively accomplish the District’s and Division’s strategic
Bradley Information Services Department of Instructional Technology 6
goals and objectives. (Muscogee County School District, n.d.)
Of these goals, the DoIT’s primary focus is to “identify, develop and provide access to
technology tools and resources supporting the instructional improvement process.”
Department of Instructional Technology’s Stakeholders. The DoIT’s primary
stakeholders are the district’s schools, faculty, administration, and staff. Other stakeholders
include the departments under the Division of Information Services. In addition to the training
and consultations that the DoIT provides to faculty, administration and staff, the team also
supports the division’s other departments with communications and the development and
implementation of training materials for these departments’ major initiatives that impact the
DoIt’s primary stakeholders.
Department of Instructional Technology’s Key Personnel. The DoIt’s key personnel
are the Director of Instructional Technology, the Technology Academy Supervisor, and thirteen
ITSs who serve over fifty-four schools. Below are job titles and position descriptions for each of
these roles. These descriptions were retrieved from the Muscogee County School District’s web
site.
Director of Instructional Technology. The Director of Instructional Technology
manages the district’s Department of Instructional Technology. This includes supervisory
responsibilities for staff and the development of those teams supervised, assisting in the Division
of Information Services budgeting and forecasting process, and ensuring that all assigned
projects are developed and completed with quality, timeliness, and focus appropriately on the
impact to instruction. (Muscogee County School District, 2010a)
Essential Functions
Assists in leading enterprise change to manage efforts around data driven decision-
Bradley Information Services Department of Instructional Technology 7
making, standards-based instruction, 21st Century literacy, and other key knowledge
regarding educational uses of technology.
Develops and maintains a positive educational program for the purpose of meeting
the needs of instructional staff with regard to the use of technology in the classroom.
Develops the Department of Instructional Technology operational budgets and
provides forecasts for the upcoming year.
Directs department operations and ensures deployment of instructional technology in
the district is aligned with the district’s strategic vision.
Establishes, supports, and implements standards, policies, and operating procedures
for the Instructional Technology staff.
Performs personnel administrative functions to maintain necessary staffing, enhance
staff productivity, and ensure necessary department/program outcomes are achieved.
Plans, organizes, coordinates, assigns, and evaluates the activities of the Department
of Instructional Technology for the purpose of maintaining department goals and
objectives.
Serves as a liaison between Division of Information Services and Division of
Academic Services.
Works with Professional Learning to provide training that enhances the integration of
technology into curriculum and instruction. (Muscogee County School District,
2010a)
Technology Academy Manager. The Technology Academy Manager manages the
district’s technology training facilities, schedules technology training and activities, coordinates
individual and group training, prepares training and reference materials, coordinates the
Bradley Information Services Department of Instructional Technology 8
Technology Academy’s hardware and software maintenance, and reviews and purchases new
training resources. (Muscogee County School District, 2011)
Essential Functions
Assists in the evaluation and/or development of software and software updates for the
purpose of meeting specific building and support needs.
Cooperates with inter-department staff and staff development to ascertain and meet
MCSD technology training goals.
Creates ongoing user input mechanisms for soliciting feedback on training programs
and resources for quality control and program refinement and expansion.
Develops instruction units and manuals for training and reference purposes.
Manages the communication processes for advertising and promoting technology
training programs and resources available to district staff, student, and parents.
Manages the district’s information technology training facilities; coordinates the
purchase, maintenance, installation of new hardware and software in those facilities
for the purpose of developing an effective work unit.
Monitors the needs of building and district technology specialists to meet ongoing
training issues; contacts appropriate outside resources to keep district technology
specialists aware of changing technologies; assists with planning of regular
technology specialists meeting agendas; performs training as needed for technology
specialist meetings; prepares training for new technology specialists for the purpose
of developing and providing access to technology tools and resources supporting the
instructional improvement process.
Provides training in a variety of software applications and training for district trainers.
Bradley Information Services Department of Instructional Technology 9
Trains individuals and groups in the integration of technology. (Muscogee County
School District, 2011)
Instructional Technology Specialist. The Instructional Technology Specialist supports
staff members in the integration of technology and curriculum and provides instructional
technology leadership at the school and district level.
Essential Functions
Attends district instructional technology specialist meetings; serves as a
communications liaison with staff members regarding district policies, goals,
programs, and initiatives; promotes district student and staff technology standards and
the programs for achieving them.
Collaborates with IT department, district personnel, and vendors for meeting end-user
needs.
Coordinates and/or teaches technology-related building and district level staff
development sessions; creates a wide variety of professional development resources
designed to meet the unique professional development needs of district learners; and
work collaboratively with the Department of Professional Learning.
Develops instructional ideas, suggestions, and programs that will help teachers
integrate technology in a meaningful way.
Facilitates alignment and implementation of student and staff technology standards
with school practices and curriculum; creates resources to assure the attainment of the
competencies and coordinates the assessment strategies to measure attainment.
Keeps abreast of district processes, programs, standard and building-selected software
applications in order to assist teachers and students in using software effectively to
Bradley Information Services Department of Instructional Technology 10
promote academic growth and success.
Participates as a district resource in large-scale project implementations to provide
instructional support.
Provides model teaching, co-teaches lessons with classroom teachers, supports
classroom teacher while s/he teaches a technology-enhanced lesson, peer coaches
classroom teachers and assists classroom teachers in planning technology-enhanced
lessons and projects.
Researches resources and methods for the purpose of evaluating and maintaining
current working knowledge of new and emerging technologies. (Muscogee County
School District, 2010b)
Department of Instructional Technology’s Current Status. There will be changes to
the structure of the DoIT in the upcoming school year. The school district recently hired a new
superintendent, who is making a number of changes, including a reduction in staff for the DoIT.
Currently, there are thirteen ITSs who each serve three to five schools, depending on whether
they are elementary, middle school, or secondary ITSs. Beginning next year, the school district
will be divided into three regions. With this change, the number of ITSs will be reduced from
thirteen to three Technology Integration Specialists, one per region. These specialists will serve
all schools in the district. The responsibilities will also be adjusted to include coordinating and
delivering staff development for the regional academic coaches, collaborating with content and
professional learning specialists to integrate technology into the curriculum, providing
suggestions to assist teachers in integrating technology, and providing input about school and
district level software selection. (Muscogee County School District, 2014)
Bradley Information Services Department of Instructional Technology 11
Center Activities
Figure 2 was retrieved from the DoIT’s web page and depicts how the team’s time is
divided. The two primary activities are training and consulting with administrators, faculty, and
other members of the Information Services Division. To a lesser extent, ITSs also participate in
professional development opportunities, software support, and exhibition support.
Figure 2: Department of Instructional Technology’s Time Allocation
The department develops and delivers professional development training for hardware
and software used across the school district. The target audience for this training includes
district wide faculty, staff and administration. Recent training classes include SmartBoard
Bradley Information Services Department of Instructional Technology 12
technology, cyber safety, Digital Citizenship, and Windows 8.1. SmartBoard training is
conducted at the Bradley Center, and other training, such as Windows 8.1 is conducted at the
schools. Furthermore, ITSs maintain online documentation for the Bring Your Own Device
initiative and Digital Citizenship, which are accessed by faculty members across the district.
ITSs regularly consult with the district’s administrators in the development of customized
technology plans at the school level. These consultations generally take place at the time the ITS
is visiting the school. ITSs also consult with teachers in the development of technology
integrated lesson plans. These consultations take place at the school during the ITS’ visit.
Finally, the ITSs assist other Information Services departments with decisions about software
and hardware purchases and their delivery throughout the district. Initially, these meetings
generally take place onsite at the Bradley; however, during the development and implementation
phases, meetings may continue to occur at the Bradley but might also take place online or at
schools throughout the district.
Because the ITSs are responsible for training district wide, they dedicate approximately
10% of their schedules to participating in professional development opportunities. These are
crucial for ensuring that ITSs remain current on best practices and innovative technologies.
Some of these classes are scheduled onsite at the Bradley. For instance, the most recent
professional development training in which all ITSs participated was the two-day Office 365
training held at the Bradley in February. This training is vital, because teachers across the
district were upgraded to Office 365 during Spring Break. ITSs needed to be familiar with
Office 365 and the differences between it and Office 2010, so they could develop and implement
training for the district’s administrators and faculty. In addition to onsite professional
development, the ITSs participate in both online webinars and offsite conferences.
Bradley Information Services Department of Instructional Technology 13
ITSs assist district employees with software and hardware procurement and support. This
includes aiding both Information Services personnel and school administration in the software
approval process. ITSs also support district wide software, including eWalk, Infinite Campus,
Destiny, Classworks, and RenPlace. (Muscogee County School District, 2013) Faculty and
administrators across the school district use these applications.
Exhibition support comprises a small amount of the DoIT’s time. This has been
dramatically reduced from prior years, where the department supported several district student
technology exhibits, including the media festival, science fair, and technology exhibit. A couple
of the ITSs noted that although this was an insignificant portion of the entire department’s time,
it was a substantial time commitment for those who were assigned to these events each year,
particularly since they continued to maintain a full workload. This year, the ITSs only
supported the district’s media festival, where students across the district submit digital projects.
The ITS’ role for this event included assisting with planning, organizing, facilitating, and judging
the media festival’s submissions. (Muscogee County School District, 2013) This year’s media
festival took place at Hannon Elementary School.
Evaluation
The Department of Instructional Technology’s Mission. The department’s mission is
to support “teachers and other educators with deliberate and comprehensive integration of
information and communication technology and tools that affect practices of teaching, learning,
creative inquiry, literacy, and global citizenship.” (Muscogee County School District, 2013)
Based on the research conducted, the department has been successful in completing its mission.
During interviews with a high school principal, two media specialists, a CTAE
Bradley Information Services Department of Instructional Technology 14
supervisor, a computer lab technician, and three teachers, all agreed that ITSs were instrumental
in better enabling faculty and staff to more fully utilize technology available at their schools.
This was accomplished through training and one-on-one assistance in the development of lesson
plans and curriculum development. In some instances, ITSs also engaged in troubleshooting
technology issues prior to contacting the Help Desk. One elementary teacher and the high school
CTAE supervisor noted that in addition to working with faculty and staff, their ITSs conducted
training in the classroom for students, as well. Based on the ITS survey and informal discussions
with the ITSs, elementary ITSs are far more likely to conduct training with students in the
classroom, either through lesson delivery or customized software training for students.
Elementary ITSs believe this is important, because elementary teachers do not have a planning
period like middle school and high school teachers have.
During a meeting with Information Services’ Project Management Office (PMO) and
Muscogee County School District’s CIO, the role and effectiveness of the DoIT was discussed.
The ITSs are involved in the design and development of training materials for district wide
software and hardware upgrades, as well as communicating these upgrades to administrators and
faculty throughout the school district. The PMO members noted that ITSs are instrumental in
serving as liaisons between technical departments and the school’s faculty and staff. The CIO
mentioned that members of the technical team are often unaware of faculty’s needs, and without
ITSs’ involvement, communications are not well designed for distribution to this audience.
Because the ITSs have technical backgrounds and are former teachers, they are better able to
recognize what the technical team is delivering and how best to communicate this in a manner
that is easily understood by schools’ faculty and staff.
Overall, all stakeholders interviewed, and those involved in the meeting agreed that the
Bradley Information Services Department of Instructional Technology 15
DoIT is critical in assisting them with integrating technology into the curriculum and across the
district at large. The ITS survey also indicated that all of the participants believe that their
primary function is to develop and conduct technology training that enables faculty and staff to
successfully integrate technology in a meaningful way by advancing student learning and the
understanding of technology and its utility.
The Department of Instructional Technology’s Goals. The DoIT’s goals are to
support the Information Services Division’s goals described in the Center Context and Goals
section of this document. The DoIT team supports each of these division goals. However,
support varies greatly from goal to goal. For instance, the DoIT only indirectly supports goals 2
and 4.
Goal 1. Identifying, developing, and providing access to technology tools and resources
is the Information Services’ goal that the DoIT most fully meets. A recent example of this is the
21st Century SmartBoard training classes that all ITSs conduct. Over the past year, the
Muscogee County School District has added SmartBoards to every classroom. Without
appropriate training, teachers generally use the SmartBoard as nothing more than an overhead
projector, which greatly reduces the efficacy of this technology. The DoIT has dedicated a
significant amount of time to the design, development, and delivery of training classes for
administrators, faculty, and staff. Classes currently offered by DoIT to school district employees
are 21st Century SmartBoard Training Day 1, 21st Century SmartBoard Training Day 2,
Smartboard for Parapros and Substitute Teachers, Smart Docucam, SMART Exchange and
Harvest, and Smart Response Model.
Feedback for these training classes from administrators, faculty, and staff has been
overwhelmingly positive. The Director of Instructional Technology provided the results of 21st
Bradley Information Services Department of Instructional Technology 16
Century SmartBoard Training Day 1 and 21st Century SmartBoard Training Day 2 surveys. The
ITSs team-teach these classes at the Bradley, where four SmartBoards are available for group
work. The results of these surveys include over 1,000 participant responses. The following three
survey questions provide insight to the significance of this training and exemplify how well ITSs
assist faculty by providing access to technology tools and resources.
To the 21st Century SmartBoard Training Day 1 survey question, “Opportunities for
discussion facilitated understanding of teaching and learning in a 21st Century
Classroom,” 93% of 1184 participants strongly agreed or agreed with this statement.
To the 21st Century SmartBoard Training Day 2 survey question, “How confident do you
feel about using the Smart Notebook to integrate interactive lessons,” 79.4% of 1090
participants indicated they were very confident or confident.
To the 21st Century SmartBoard Training Day 2 survey question, “How confident do you
feel with your students using the SmartBoard,” 81.3% of 1090 participants indicated they
were very confident or confident.
Goal 2. In some cases, the Division of Information Services’ goals are not fully within
the scope of the DoIT’s responsibility. “Architect, deliver and maintain a reliable technology
infrastructure appropriate to support the core instructional mission of the district” is primarily the
responsibility of the Department of Applications Services. However, the Director of DoIT has
indicated that she and the Technology Academy Manager support this goal by attending and
offering input during startup meetings with the Department of Application Services and
Information Services Division.
Bradley Information Services Department of Instructional Technology 17
Goal 3. Because of ITSs’ interactions with Information and Academics Services, the
DoIT proactively builds healthy partnerships throughout the district, which enables the DoIT and
these departments to better serve their customers in meeting their business objectives.
66.7% of respondents to the ITS survey indicated that they spend approximately 75-80%
of their time at their schools and 20-25% of their time at the Bradley Center. 88.9% of the
respondents believed their time was divided appropriately and indicated that the schools and
teachers are their primary customers, so in order to better serve their customers, they need to
spend the majority of their time in their schools.
In addition to serving their primary stakeholders, the DoIT builds healthy partnerships
with other departments in the Information Services Division by staying involved in major
software and hardware initiatives and consulting with these departments whenever there are
questions concerning impacts to faculty and staff. Additionally, department members attend bi-
weekly meetings with the Division of Teaching and Learning to ensure the two divisions are
meeting the strategic goals of the district through a unified vision. (Muscogee County School
District, 2013)
Goal 4. “Develop and provide access to student learning and leadership opportunities
and resources that promote academic growth and success” is not fully within the DoIT’s area of
direct responsibility. However, the department does support this goal by developing and offering
training for key software and hardware that facilitates faculty and staff in developing and
providing access to student learning and leadership opportunities. For instance, one of the ITSs
is responsible for managing the eWalk database and providing training for this software. This
software is an observation tool used by all administrators and academic coaches for the purpose
of providing teachers individual feedback and suggestions for improving classroom instruction.
Bradley Information Services Department of Instructional Technology 18
ITSs are also responsible for the annual start up and support for Infinite Campus, Destiny,
Classworks, and RenPlace, which are used by all administrators and many faculty members in
the school district. (Muscogee County School District, 2013)
Goal 5. The ITSs are constantly honing their skillsets through professional development
to ensure that best practices are followed when training and assisting teachers and administration
in the process of developing lessons that fully integrate available technologies. As mentioned in
the Center’s Activities, ITSs spend approximately 10% of their time on professional
development opportunities. Furthermore, the DoIT provides input concerning instructional
software selections to the Division of Information Services.
Recommendations. Throughout interviews with district employees, one recurring theme
rises above all others. ITSs are critical to the successful implementation and utilization of
technology in and outside the classroom. The DoIT’s team members and other departments
appropriately acknowledge that this department’s primary functions are training and
consultation, and the department’s most important stakeholders are the schools and teachers who
work in the classroom. Based on the ITS survey and stakeholder interviews, surveys, and
meeting, the DoIT’s stated mission and supporting position in contributing to the Information
Services Division’s goals are being met to the degree that is possible with the human resources
available to this department.
Although the DoIT has met its mission and supports the goals of the Information Services
Division to the extent that it can, nearly all stakeholders interviewed stated that they actually
needed more involvement from the DoIT. This was also reiterated throughout the comments and
suggestions sections of the 21st Century SmartBoard Training Day 1 and 2 surveys. While ITSs
Bradley Information Services Department of Instructional Technology 19
devote 75%-80% of their time to their assigned schools, most of the teachers, administrators, and
other school staff stated all schools should have a full-time ITS on staff. Although members of
the Project Management Office and the CIO acknowledged that ITSs should give priority to
schools, they also believed that it would be beneficial for the DoIT to allot more time to
consultation with other departments in the Information Services Division.
Even though all of the DoIT’s stakeholders and many of the ITSs believe it is appropriate
to have an ITS in each school, the new superintendent has made the decision to reduce the
DoIT’s staffing from thirteen district ITSs to three regional Technology Integration Specialists.
The Technology Integration Specialist job description is very similar to the current Instructional
Technology Specialist description. Realistically, the three individuals chosen for these positions
will be unable to successfully fulfill this role as it exists today.
Considering the reduction in staff and the DoIT’s current inability to completely meet the
needs of its stakeholders, some of this department’s responsibilities must shift to other
departments. One recommendation would be to transfer much of the individual faculty training
for integration of technology into lesson plans to the academic coaches. This will require that
academic coaches receive extensive training in best practices for technology integration into the
curriculum. Additionally, academic coaches will need to monitor all teachers to ensure that this
integration is successfully implemented.
Support for other departments within Information Services should also be limited.
Currently, the DoIT is responsible for managing the eWalk database and annual startup and
support for Infinite Campus, Destiny, Classworks, and RenPlace. Software maintenance and
startup should shift to the Department of Application Services, and any frontline
faculty/administrative support for these applications should initially be handled by someone
Bradley Information Services Department of Instructional Technology 20
onsite. Computer lab managers or those who are considered “go to” people for technology at the
schools should be trained to recognize common issues that might arise when a user is not entirely
familiar with one of these applications. In instances where designated onsite personnel are
unable to address the issue, a help desk ticket should be opened and assigned to the appropriate
Application Services area.
Acknowledging that the decision to reduce this department to three Technology
Integration Specialists is final, one last recommendation is to adjust the way these individuals are
assigned. Although the superintendent has indicated a desire to divide the county into three
regions, this does not appear to be the best way to allocate the workload for the Technology
Integration Specialists. It would be more advantageous to have the Technology Integration
Specialists’ workload divided into elementary, middle school, and secondary tasks.
With the proposed regional divisions, each of these Technology Integration Specialists
will be responsible for K-12 schools, where they will be expected to assist with technology
integration into the curriculum to meet NET-S, offer suggestions for the selection of instructional
software, and provide training. While this likely will not be an issue for general software that is
used by all grade levels, it may be more difficult to deliver grade-specific training and/or provide
suggestions for successful technology integration that meets NET-S. For instance, while visiting
the Bradley, elementary ITSs were involved in the decision to purchase the Reading Wonders
program and for developing appropriate training materials for elementary school teachers.
Without the appropriate educational background, it would be far more difficult for other
Technology Integration Specialists to make suitable recommendations concerning ways to
integrate this software and address how it meets the needs of elementary students.
Bradley Information Services Department of Instructional Technology 21
References
Muscogee County School District (2010a). Director Instructional Technology. Retrieved from
https://www.muscogee.k12.ga.us/ForStaff/divisions2/HR/Job_Descriptions/
director_instructional_technology.pdf
Muscogee County School District (n.d.). Division of Information Services. Retrieved from
https://www.muscogee.k12.ga.us/forstaff/divisions2/informationservices/SitePages/
Home.aspx
Muscogee County School District (2010b). Instructional Technology Specialist. Retrieved from
https://www.muscogee.k12.ga.us/ForStaff/divisions2/HR/Job_Descriptions/
instructional_technology_specialist.pdf
Muscogee County School District (2013). Instructional Technology Specialist DoIT. Retrieved
from https://www.muscogee.k12.ga.us/AboutUS/disannualreport/2013/Pages/
Instructional-Technology-Specialist.aspx
Muscogee County School District (2014). Professional and Certified Positions. Retrieved from
https://www.muscogee.k12.ga.us/Employment/Pages/Professional-and-Certified-
Positions.aspx
Muscogee County School District (2011). Technology Academy Manager. Retrieved from
https://www.muscogee.k12.ga.us/ForStaff/divisions2/HR/Job_Descriptions/
technology_academy_manager.pdf
Muscogee County School District. (2012). Three-year technology plan July 1, 2012 - June 30,
2015. Retrieved from
https://www.muscogee.k12.ga.us/AboutUS/Pages/MCSD-Technology-Plan.aspx
Appendix A
Bradley Information Services Department of Instructional Technology 22
Administrator, Faculty, and Project Management Interview Questions
1. Under what circumstances do you interact with ITS?
2. Approximately how many times per week do you work with ITS?
3. Are there times that you reach out to ITS for guidance or assistance that don’t follow
standard protocols?
4. What do you believe are the primary functions of the ITS team?
5. Are there instances where you believe having ITS involvement would be appropriate, but
doesn’t take place today?
6. Do you believe ITS is effective in meeting your needs?
Bradley Information Services Department of Instructional Technology 23
Appendix B
Instructional Technology Specialist Survey
1. Are you an elementary, middle school, or high school ITS?
2. How many schools do you currently serve?
3. How long have you been in this position?
4. How many times per month do you visit each of your schools? If you regularly visit
some schools more frequently than others, please indicate this and why.
5. What are your primary responsibilities when you visit one of your schools?
6. What are your primary responsibilities when you are at the office?
7. How is your time split among your responsibilities?
8. Do you believe your time is divided appropriately? Why or why not?
9. How do your schools introduce you to new employees? Are there orientations each year,
or is it a more informal process?
10. Do you believe the faculty members at your schools know what your role is, and when
they should contact you?
Bradley Information Services Department of Instructional Technology 24
Appendix C
21st Century SmartBoard Training Day 1 Survey
1. Hands on activities at the SmartBoard enhanced my understanding of the notebook software.1. Strongly disagree2. Disagree3. Neutral4. Agree5. Strongly Agree
2. Creating activities on my laptop enhanced my understanding of the Notebook software.1. Strongly disagree2. Disagree3. Neutral4. Agree5. Strongly Agree
3. Small group activities enhanced my understanding of the use of the SmartBoard.1. Strongly disagree2. Disagree3. Neutral 4. Agree 5. Strongly Agree
4. Opportunities for discussion facilitated understanding of teaching and learning in a 21st Century Classroom.1. Strongly disagree2. Disagree3. Neutral4. Agree5. Strongly Agree
5. Based on the demonstration today which resources will be most helpful to you?a. Handbooksb. Smart Resources webpagec. Atomic Learningd. My Big Campus Group
Bradley Information Services Department of Instructional Technology 25
6. Which of these topics were especially helpful?a. Resources Overviewb. Hardware/Software Troubleshootingc. Level One Skillsd. Gallerye. Lesson Activity Tool Kit (LAT)f. Smart Response
7. Please feel free to add any additional comments!
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Appendix D
21st Century SmartBoard Training Day 2 Survey
1. How confident do you feel about using the Smart Notebook to integrate interactive lessons?1. Very unconfident2. Somewhat unconfident3. Not confident or unconfident4. Somewhat confident5. Very confident
2. How confident do you feel with your students using the SmartBoard?1. Very unconfident2. Somewhat unconfident3. Not confident or unconfident4. Somewhat confident5. Very confident
3. Being given time to create my own Smart Notebook lesson was.....1. Very unhelpful2. Somewhat unhelpful3. Neither helpful or unhelpful4. Somewhat helpful5. Very helpful
4. The My Big Campus 21st Century Group used during these sessions was.....1. Very unhelpful2. Somewhat unhelpful3. Neither helpful or unhelpful4. Somewhat helpful5. Very helpful
5. If additional SmartBoard trainings are offered I would be interested ina. Online Trainingb. Training after school at DIS Building or Rigdon Tech Academy c. Summer Classes at DIS Building or Rigdon Tech Academyd. None of the above
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6. Which of these topics covered today were especially helpful?a. Review Activityb. Google Earthc. Level 2 Skillsd. Example Notebookse. Smart Exchange f. Notebook Creationg. Notebook Share Time
7. What comments or suggestions do you have for improving the training in the future?
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