Technology Plan:

Scott County SchoolsGeorgetown, Kentucky

www.scott.kyschools.us

Prepared Date: December 1, 2008Plan Start Date: July 1, 2009

Plan Expiration Date: September 30, 2010Approved Date: Pending Commonwealth Approval

Acknowledgments

Garth Elementary Technology Committee MembersDavid R. Andes, School Principal

Jim Cook, Technology Teacher

Lisa Hanson, Teacher

Carol Preston, Parent Representative

Sandra Rees, School Counselor

Barbara Rexroat, Teacher

Ann Tallant, School Technology Coordinator

Nancy Thomason, Teacher

Mary Frances Watts, Teacher

Parthenia Wells, School Library Media Specialist

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Table of ContentsAcknowledgments......................................................................................................................2Table of Contents.......................................................................................................................3Executive Summary...................................................................................................................4Planning Process / Methodology................................................................................................5Technology Vision and Goals.....................................................................................................6Staff Training/ Professional Development Goals.......................................................................8Current Technology and Resources...........................................................................................9Evaluation.................................................................................................................................11Budget......................................................................................................................................12Appendix 1................................................................................................................................13Appendix 2................................................................................................................................20

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Executive Summary

Our goal is to prepare Garth Elementary students for their future success. Technology is obviously a necessary component of education in the 21st century. Therefore, students need to be taught to use all kinds of available technologies and teachers must be prepared to use educational technologies to enhance our students’ education. To provide this foundation, Garth Elementary must have the technology infrastructure necessary to support our goals for students and staff. Access to functioning and current technologies is of high priority. Training and support are also necessary components of this infrastructure. First-rate communication lines between teachers, staff, parents, students, and the community will be important to our mission.

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Planning Process / Methodology

The school technology coordinator in conjunction with members of the technology committee gathered information regarding the current technology needs using the Garth Technology Tools Readiness Survey for 2008-2009, the Garth Elementary Technology Plan (2006-2008), and a recent survey conducted by the PTO of the technology needs of our teachers. The technology committee evaluated the results, and reviewed and approved a plan drafted by the school technology coordinator. The committee views this plan as a work in progress and it will be adjusted to meet any new opportunities or unexpected problems that may arise.

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Technology Vision and Goals

Garth Elementary’s goals for using technology to improve student learning are dependent upon engaged students, highly trained teachers and staff, and well-equipped classrooms. We have divided our goals into three major categories: Goals for Students, Goals for Instructional Staff, and Goals for Technology Infrastructure. Being successful will require improvements in all three areas because these goals are interdependent.

School Goals for Students

Please refer to Appendix 1 for our Strategy for Implementing Our Vision for Students which provides specific details for addressing the following goals within the various grade levels.

1. Students must learn the basic skills of using a computer in order to enhance learning, complete assignments, and prepare for real-life situations in the future. Student will learn how to open and close programs, save [to the user folder], start

and shutdown the computers, etc. Students will practice taking care of the technology equipment appropriately (i.e.,

proper use and handling of computers, monitors, keyboards and digital media, keeping computers clean and well maintained, holding digital cameras appropriately, etc.).

Students will develop keyboarding skills. Students will use word processing skills to create and edit documents. Students will learn how to use the Internet to help them with research. Students will demonstrate core content material using multimedia (i.e., PowerPoint,

digital storytelling, videos, graphics, etc.). Students will create spreadsheets and graphs.

2. Students will explore how technology is used in real world settings and in various jobs and careers.

3. Students must learn the ethical use of computer technology in order to ensure respect for others, security of computer networks, and Internet safety.

School Goals for Instructional Staff

1. Teachers will be encouraged to integrate technology in all areas of instruction to enhance student learning and provide access to information and resources.

2. All instructional staff members will need to be well versed in the various technologies available to them in order to help our students become efficient users of technology. Professional development opportunities will be provided in the use of technology.

3. All instructional staff members will show responsibility for the upkeep of the computer labs and the equipment in their rooms.

4. All instructional staff members will be required to teach students the technology skills mentioned in this plan (see Appendix 1, Strategy for Implementing Our Vision for Students).

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School Goals for Technology Infrastructure

1. Students, teachers and staff will have access to appropriate and functioning instructional technologies, including:

All teacher and staff workstations at or above minimum KETS standards At least one student workstation in each classroom at or above minimum KETS

standards Mounted projectors in every classroom Projector for Media Center/Auditorium (permanently mounted) Interactive white boards (preferably) or wireless slates in every classroom Document camera in every classroom Wireless access points to allow for network access in all instructional areas Student response pads for each grade level Digital cameras for each grade level Digital camcorders (with external microphones) for each grade level Laser printer for Media Center Extra rechargeable batteries to replace laptop batteries when they no longer hold a

charge Replacement lamps/bulbs for projectors

2. Students, teachers and staff will have the computer software that they need, including:

Microsoft Office licenses for all new workstations Upgrade Microsoft Office 2003 to Office 2007 for all current teacher and staff

workstations and the student workstations that are used for writing portfolios SuccessMaker – Math Core Concepts 2 Accelerated Reader and Star Reading, web-based version with access to all

quizzes Core Content software (i.e., Tom Snyder, Micrograms, etc.) Type to Learn keyboarding software (network site license) Read and Write Gold update is needed for online testing requirements ExamView site license Dell Sylvan eBook license BrainPop (school-wide license) Creating Music software series and Music Ace

3. Building-level technology support will be available from both the School Technology Coordinator and the Technology Teacher in order to ensure that plans for integrating technology into instruction will succeed.

4. Communication lines between teachers, staff, parents, students, and community will be of high quality.

Upgrade the telephone system to improve communication School and district web sites will be used as tools for communication Classroom web sites will be used by teachers to communicate with students and

families Provide access to the parent portal within the Infinite Campus program in order to

allow parents to view their student’s information (assignments, grades, etc.)

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Staff Training/ Professional Development Goals

Ensuring that staff can implement the technology vision for students

The Executive Summary, Technology Vision and Goals, Strategy for Implementing Our Vision for Students, and the Staff Training/Professional Development sections of the Garth Elementary Technology Plan will be presented to the staff.

Professional Development (PD) opportunities will be provided as needed to train teachers in technology. Instructors may be Garth staff members, Scott County teachers with extensive knowledge, school technology coordinators, representatives of the vendors, etc.

Atomic Learning, a web-based resource, will be used to offer training to students, staff, and parents. It will be available 24 hours a day, 7 days a week.

Short presentations demonstrating technology resources will be presented at the beginning of staff meetings. Handouts will usually be available that can be used as documentation or as a “cheat sheet” for teachers when using the application or equipment independently. On Tuesdays following staff meetings, more detailed information or practice sessions will be available after school, as requested.

GEMINIs (Garth Elementary Mini Experts) will continue to play an important part in making technology more accessible to the staff. Staff members have responded to a questionnaire inquiring about their technology strengths. Using these results we have at least one staff member who is recognized as a mini-expert for each area of technology listed on the chart in Appendix 2. The list of GEMINIs will be published and provided to the staff in order to facilitate the use of technology. GEMINIs can be utilized to help when there is an unexpected problem, give short presentations during staff meetings, help conduct PD sessions, and respond to e-mailed questions concerning their technology area. The school technology coordinator will work closely with the GEMINIs and provide support and training for increased effectiveness.

In order to promote and encourage more positive integration of technology into the classroom, the school will consider a proposal to provide released time for teachers to observe other staff members using technology during classroom instruction.

The school will consider a proposal to give GEMINIs released time to assist other staff members during the initial phases of incorporating a new technology into classroom instruction.

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Current Technology and Resources

Realizing our vision for improving education is fundamentally dependent on the quality of our technology infrastructure. The computers, software, and technical support available in our building are crucial to our success. We have become accustomed to a reliable network and district level technical support, which are also very important to our success as educators.

We have been fortunate that during the past two years the State of Kentucky has provided funds that allowed us to replace the outdated student computers in our technology lab and purchase a mobile lab of 27 computers. Additionally our PTO and the Scott County School Board has helped in recent years by purchasing additional laptop computers and a mobile lab cart with a wireless access point so that we also have a small mobile lab of 15 computers.

The new computers in the computer lab have helped tremendously as well as having a technology teacher. We now can access the internet sites that we need for instruction and have the necessary system requirements to run all available software. Students have class in the technology lab at least once a week.

The mobile labs are being well used for writing and math classes. Students in the 3rd, 4th, and 5th grades are currently using the mobile labs two to four times per week. The mobile labs are working especially well for classes that involve writing. Since students can be at different stages in the writing process it has been an advantage to have the laptops available in the students’ regular classrooms where some students can use the laptops while others work at their own desks on different tasks. This distinct advantage does not hold up as well when the laptops are being used for SuccessMaker because the math teachers prefer to have everyone in their classes working on SuccessMaker at the same time. For this reason, next year we would like to explore the option of having a dedicated classroom space set aside for the use of the mobile lab during part of each day. Individual classes would use this space for the 15-minute periods needed to complete a session of SuccessMaker. By eliminating the time needed to set up the mobile lab in each classroom, this would make for a more efficient use of the laptops and the SuccessMaker licenses by allowing more classes to use SuccessMaker each week.

There is a concern about the life-span of these laptops because of the number of repairs that have been required already. We will be re-evaluating how to teach students to handle laptops with care and make students accountable for the condition of the laptops. This will be extremely important as the warranties expire. Additionally, we know that we will also need to purchase rechargeable batteries to replace the current laptop batteries within the next 3 years because they are not included in the warranty.

Overall, the energy and excitement for learning that these technology resources are producing is wonderful. And yet, the majority of our student computers in the classrooms are below minimum standards. Most of our student computers in the classrooms are so old that only 2 out of 99 met the minimum standards according to the Garth Technology Tools Readiness Survey for 2008-2009. These computers are extremely limited in how they can be used due to limitations of their operating systems and/or internet browsers. For example, the operating systems are so old that newer Internet browsers are not supported. Our goal is for students to have at least one computer in their classroom that would support the educational software and internet sites available to our school; meaning a computer that meets the minimum KETS standards.

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Another major concern is the fact that within the next three years the teacher’s computers, which are already over 4 years old and out of warranty, will also be falling below the minimum KETS standards. We will need funds to replace these computers.

Last summer we decided to permanently mount four mobile SMART boards. We had found that they were underutilized because of the excessive time it took to set them up and the large amount of storage space they consumed. We have been pleased with the decision, and the experience has fueled our desire to equip all classrooms with mounted projectors, SMART Boards (or wireless slates), and document cameras. We have also noticed the need for projectors is greater at times than our supply, which also speaks to the usefulness and necessity of adding this technology to each classroom.

We are well into the process of providing mounted projectors for each instructional space. The PTO and our technology recycling project have been providing funds to help us with this goal. We will have a total of nineteen mounted projectors at the beginning of the 2009-2010 school year. In order to complete our goal, we will need eight additional mounted projectors, including one in our Media Center/Auditorium that requires special mounting and technical specifications.

This year we have been fortunate to experiment with three document cameras purchased by the PTO. These devices integrate easily into the classrooms that have mounted projectors and are perfect for presenting student work, displaying material from textbooks, or reading a book to the whole class. They have been so successful that five additional document cameras were purchased by teachers using their own classroom funds. It is obvious that this technology belongs in the classroom for teachers and students to use.

Currently, formal technology training occurs mostly during faculty meetings and afterschool professional development opportunities. Informal training occurs as we assist each other with new or difficult technology problems. See Staff Training/Professional Development for the details of our plans. Appendix 2 lists technology resources that we have available at Garth and the corresponding GEMINI staff members.

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Evaluation

The following methods will be used to evaluate progress toward our vision and goals so that we can make mid-course corrections in response to new developments and opportunities as they arise:

Evaluation of School Goals for Students Teachers should use their grade-level “Goals” check sheet (see Appendix 1) to show the

technology skills that their students have been developing as a class. Progress should be monitored by the teacher during each nine week grading period by highlighting a copy of the check sheet in the teacher’s lesson plan notebook.

Teachers will give periodic open response questions regarding the use of technology after students complete technology-related assignments.

Teachers will assign performance tasks that help evaluate student technology skills and learning goals.

Evaluation of School Goals for Instructional Staff Administrative evaluation of teachers will be used to encourage using the technology resources

that are available at Garth with the students. Lesson plans will show evidence of technology use.

Evaluation of School Goals for Technology Infrastructure Maintain records of items purchased in order to compare the plan to reality. The yearly technology inventory will assist in identifying areas of greatest need. Technology committee members will discuss the use of equipment and evaluate whether needs

are being met. Teachers will identify the actual amount of time equipment (projector, document camera,

interactive boards, etc.) is used each day in their lesson plans in order to provide usage data to the technology committee.

Laptop computers will be assigned to students and/or a log kept identifying the computer (hand-written number on top of case), date and time of use, and each student’s full name in order to provide usage data to the technology committee. Also, this procedure will help to identify how and when computers are being damaged or misused.

Counters or available web site statistics will be used to evaluate the number of ‘hits’ or visits to our school web site.

Parents, staff, and students will be surveyed to identify useful technologies and areas that need improvement.

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Budget

DescriptionFunding Source Quantity

Cost Per Unit Total Cost

1 . Teacher desktop computers State 28 $1,052.00 $29,456.00 2 . Teacher and staff laptop computers State 3 $1,573.00 $4,719.00 3 . Student desktop computers for classrooms State 25 $598.00 $14,950.00 4 . Projectors and mounts for classrooms Local 7 $1,100.00 $7,700.00 5 . Projector and mount for Media Center Local 1 Unknown Unknown

6 . SMART Boards Local/School Board 13 $1,400.00 $18,200.00

7 . Wireless slates Local/School Board 13 $325.00 $4,225.00

8 . Document cameras Local 15 $599.00 $8,985.00

9 . Wireless access pointsGrant/School Board

15 $400.00 $6,000.00

10 . Classroom Performance Systems – 30 unit Local 3 Unknown Unknown11 . Digital cameras Local 6 $350.00 $2,100.00 12 . Digital camcorders Local 6 $700.00 $4,200.00 13 . Laser printer for media center Local 1 $1,000.00 $1,000.00 14 . Extra laptop rechargeable batteries Local 42 $127.00 $5,334.00 15 . Projector replacement lamps/bulbs Local 5 $226.00 $1130.0016 . Microsoft Office for all new computers Local 56 $49.00 $2,744.00 17 . Microsoft Office to upgrade from Office 2003 Local 50 $49.00 $2,450.00

18 . SuccessMaker -- Math Core Concepts 2 Local/School Board 30 Unknown Unknown

19 . Accelerated Reader Local 450 $4.00 $1,800.00 20 . Star Reading Local 450 $0.39 $175.50 21 . Core content software Local 2 $1,000.00 $2,000.00 22 . Type to Learn Local Site license $750.00 $750.00 23 . Read and Write Gold update latest version Local Site license $1,625.00 $1,625.00 24 . ExamView Local Site license $1,000.00 $1,000.00 25 . Dell Sylvan eBook license Local Site license $600.00 $600.00

26 . BrainPop Local 1-yr subscription $600.00 $600.00

27 . Creating Music software series and Music Ace Local 15 $35.00 $525.00 28 . Laser printer toner cartridges Local 7 $154.00 $1,078.00 29 . Professional development/Outside trainings Local   $1,000.00 $1,000.00

30 . Upgraded telephone systemGrant/School Board

1 Unknown Unknown

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Appendix 1

Strategy for Implementing Our Vision for Students

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Students in Kindergarten will:

Application: Identify ways in which computers are

utilized in the community (banks, offices, homes, schools)

Begin to learn about the Scott County Acceptable Use Policy concerning use of computers, Internet, and the network

Operation: Be able to handle a computer properly

(clean hands, keep food and drinks away, etc.)

Learn the basic parts of a computer and the correct terms for each part [mouse, keyboard, screen, speakers, etc.]

Be able to use a mouse correctly and manipulate a cursor on a screen

Use the scroll bar to move up and down on a page

Keyboarding: Select keys on the computer keyboard

which represent desired letters, numbers and other commonly used keys (return/enter, space bar, delete/backspace)

Use the keyboard to type first name

Graphics: Create images such as circles,

squares, faces, animals, etc. using the free-form drawing tool of a painting program

Internet/Accessing Information: Experience the Internet with direct

teacher supervision

Social, Ethical, and Human Issues: Work cooperatively and collaboratively

with others when using technology Demonstrate positive social and ethical

behaviors when using technology

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Students in First Grade will:

Existing Skills: Expand on skills learned in

Kindergarten

Application: Identify occupations in the community

that involve the use of computers Identify the effects of technology tools

which communicate information in the community (school’s website)

Use appropriate terminology to describe the technologies being used (identify computer components and familiar software and operations)

Understand and comply with the Scott County Acceptable Use Policy

Keep their passwords private

Operation: Demonstrate correct use of a computer Open and quit and an application Be able to turn a computer on and off Use appropriate terminology to

describe the components of a computer system (hard drive, CD drive, software, hardware, cursor, monitor)

Navigate the computer desktop (using the mouse, pull down menus, arrow keys)

Print a file with assistance Enter their User ID and password when

prompted Respond to messages displayed on

the screen with assistance

Keyboarding: Demonstrate proper posture at the

keyboard, sitting with “h” key at the center of their bodies

Become familiar with the placement of keys on the keyboard (shift key, arrow keys, period)

Use the keyboard to type sentences

Word Processing: Begin to use the vocabulary of word

processing software (insert, delete, cursor, return/enter)

Use the keyboard to enter characters and text as prompted

Delete or replace letters or words

Graphics: Use a simple paint program to illustrate

an idea

Internet/Accessing Information: Access the Internet Learn to do the following with an

inappropriate web site:1) Close the Internet browser AND2) Tell the teacher

Recognize “hypertext” links in an Internet document (cursor changes to a “hand,” underlined and different color text)

Follow “hypertext” links with assistance Use the “back” button to return to

previous screen with assistance Use the “forward” button with

assistance Use the “home” button to return to the

Garth home page

Social, Ethical, and Human Issues: Work cooperatively and collaboratively

with others when using technology Demonstrate positive social and ethical

behaviors when using technology Practice responsible use of technology

systems and software

Students in Second Grade will:

Existing Skills: Expand on skills in grades K-1

Application: Understand that the Internet is a

network of computers world wide Understand and apply Internet

etiquette and safe practices concerning information exchange

Identify how information technology is used in everyday life (Internet, camcorders, barcode scanners, E-mail, satellite, airplanes, etc.)

Operation: Follow classroom routines and

instructions for using and handling hardware

Learn how to properly handle a CD Insert and remove CD’s Learn to access their user folder Save to user folders and access their

documents from their user folders Copy and paste information within and

between applications Print with teacher approval

Keyboarding: Use right and left hands on the

appropriate sides of the keyboard Begin to use a “touch typing” program Identify the functions of appropriate

keys on the computer keyboard (capital letters, punctuation, spacing and tabs, and deleting text)

Word Processing: Type text from a written or printed

source (handwritten stories) Use the space bar correctly between

words Use the shift key and caps lock key

correctly Manipulate text (make the title larger

than the body text, center the title) Copy a selected sentence or picture

and paste it into a word processor Learn how to cut/copy/paste text and

pictures in documents

Graphics: Modify images using area color and

pattern fills Copy, delete, resize, and move text

and graphic boxes Manipulate shapes on screen to create

new patterns Insert graphics from clip art

Presentation Tools: Browse text, pictures, and sound from

a prepared presentation (PowerPoint presentation)

Internet/Accessing Information: Use the Internet to do more teacher

directed Internet searches to enhance curriculum

Multimedia: Browse text, pictures, and sound on a

CD ROM

Students in Third Grade will:

Existing Skills: Expand on skills in grades K-2

Application: Demonstrate an awareness of the

function of information technology (explain that computers store large amounts of data that can be retrieved quickly and easily)

Operation: Respond to computer messages

displayed on the screen (login, trouble-shooting)

Persevere when faced with difficulties

Keyboarding: Begin to use correct fingering to type

(keys by touch) Use proper keyboarding techniques (sit

up, feet flat, wrists level, eyes on text)

Word Processing: Begin to use the vocabulary of word

processing (insert, delete, cursor, etc.) Locate and enter punctuation marks Use the space bar correctly before and

after punctuation Use the return key correctly (at the end

of paragraphs) Compose and layout poems and single

paragraph of text Revise stories by adding/inserting

ideas Edit known spelling and punctuation

errors by deleting and replacing and/or using spellchecker

Presentation Tools:

Use a software program to author and present a story including sound and graphic elements

Graphics: Select and move an image (drop and

drag) Reshape pictures and text blocks Explore sliding, flipping, and turning of

geometric shapes Use simple terms of graphics software Crop or select part of a digitized image

Spreadsheets: Browse an existing spreadsheet file Use a pre-made spreadsheet to

analyze data and make graphs from classroom data pre-entered by a teacher

Begin to use spreadsheet terminology (cell, format, column, row, spreadsheet, data, graphics)

Internet/Accessing Information: Use simple search strategies to locate

relevant information (use a series of menus in a children’s website to locate information about a topic)

Understand basic Internet terminology (World Wide Web, links, sites)

Social, Ethical, and Human Issues: Discuss common uses of technology in

daily life and the advantages and disadvantages those uses provide (barcode scanners, computers, camcorders, E-mail)

Discuss basic issues related to the responsible use of technology and information and describe the personal consequences of inappropriate use

Discuss the importance of using technology etiquette that is essential to respectful social interactions and good citizenship

Students in Fourth Grade will:

Existing Skills: Expand on skills learned in grades K-3

Operation: Open and close an existing file

Keyboarding: Recognize the home row on the

keyboard Maintain a steady pace while typing Refine the use of keyboard skills

(increase speed of use, use of 2 hands)

Word Processing: Delete letters, words, or phrases

correctly (mouse vs. delete key) Insert letters, words, or phrases

correctly Format the page to improve readability

with spacing: using centering, line spacing, etc.

Use portrait and landscape layouts Revise a story by reworking some

sentences and adding description Edit for spelling and punctuation

Graphics: Add text to an image Select and flip images, horizontally and

vertically Select, rotate, and resize images

Spreadsheets: Enter text and numbers by moving

from cell to cell to design a spreadsheet with titles and data

Format cells for size

Desktop Publishing: Begin exploring the use of desktop

publishing software and its advantages for creating newsletters, cards, and brochures

Learn and apply desktop publishing guidelines (limit document to 2 or 3 fonts, placement of graphics, etc.)

Create a one-page newsletter for sharing information with families

Create a poster or flyer

Presentation Tools: Be familiar with advanced

authoring/presentation terminology (hypertext, links, slide show, etc.)

Create an interactive presentation to share learning from a project with peers

Create an electronic presentation/slide show with assistance

Internet/Accessing Information: Use two keywords to search an

electronic encyclopedia Select, copy, and paste key points

from an electronic encyclopedia into a document and footnote this with appropriate citations

Multimedia: Convert non-electronic information to

electronic format (using microphone, scanner, digital and camcorders, etc.)

Learn how to use a camcorder Learn how to import digital images to a

project Browse text, pictures, and sound on a

CD ROM

Students in Fifth Grade will:

Existing Skills: Expand on skills learned in grades K-4

Application: Recognize and describe information

technology tools for performing a variety of tasks (identify a hard drive, floppy disk, or server as a storage device)

Operation: Start up, set up, and shut down

peripherals (printers, scanners, etc.) Save an existing file with a different

name Open and use multiple applications

with assistance Access on-screen support links for on-

line help Attempt to solve their own computer

problems

Keyboarding: Be self-directed in practicing and

applying keyboarding skills

Word Processing: Revise by cutting and pasting sections

of text Revise by copying and pasting

sections of text Format the page to improve readability

using justification Format the page to improve readability

using various margin settings Format the page to improve readability

using variation in text color Compose and layout poems and multi-

paragraph texts Spell check words that appear to need

correction Create an outline for a story

Graphics: Select, duplicate, and delete images

Spreadsheets: Copy and paste text and numbers Format cells for a specific purpose Insert or delete rows or columns Use a template that includes formulas Create graphs in several formats Create a simple spreadsheet to

simulate and explore a situation Use a spreadsheet to display a chart,

table, or graph

Presentation Tools: Integrate media from outside sources

into a presentation Create an interactive hypermedia

presentation, such as a web page, to share learning within and beyond the school

Internet/Accessing Information: Search for information with an

appropriate search engine using key words

Learn to evaluate search results from web search engines for reliability of information and for appropriate content

Recognize the significance of error messages

Multimedia: Copy text and pictures from a CD ROM

to other software Choose a multimedia database to

access pictures on a topic

Appendix 2

Technology Resourcesand

Garth ElementaryMini-Experts

(GEMINIs)

Technology Resource GEMINI

Accelerated Reader Barnes, A. Featherston, Tallant

AimsWeb Andes, Cook, Texas

Atomic Learning J. Featherston, A. Featherston

Audacity Lukacsko, A. Featherston, Shoup

Basic word processing formatting (brochures, newsletters, etc.)

Barnes, Hanson, Morris, A. Featherston, Roe, Vergne

Classroom Performance System “Clickers” & ExamView

Cook, Portwood, Vergne

Digital photography Barnes, Morris, Snyder, Texas

eBooks from Sylvan Dell Publishers Tallant

Elmos/Document Cameras

Barnes, Portwood, Rees

E-mail (Outlook Calendars & Scheduling resources)

Barnes, Hanson, Morris, A. Featherston, Shoup, Vergne

E-mail (Attachments)Barnes, Hanson, Morris, A. Featherston, Shoup, Vergne

E-mail (Full mailboxes & personal folders for keeping emails)

Barnes, Hanson, A. Featherston, Vergne

Encyclopedia Britannica Embry

Ethics (Acceptable Use Policy, Computers, Internet, etc.)

Hanson

Finale Notepad Moses

First in Math Barnes, Mills, Mullins, Snyder

Google Earth Cook, Roe

Infinite Campus Andes, Hanson, Tallant

Technology Resource GEMINI

Inspiration Hanson

Internet searching & Internet safety Morris, Texas, Embry

Liberty Kids Mills

Microsoft Office (Word, Excel, PowerPoint, Publisher)

Barnes, Hanson, Roe, Vergne

Mobile Lab and Laptops

Portwood, Snyder, Tallant, Thomason

Movie Maker Mullins, Roe

Network issues Tallant

Printers Baker, J. Featherston

Projectors Cook, Tallant

Read and Write Gold Rexroat, Thomason

SMART Board Hanson, Perkins, Snyder, Vergne

Soundzabound A. Featherston, Perkins

Spreadsheets and graphing

A. Featherston, Roe, Hanson

SuccessMaker Cook, Portwood, Tallant, Wise

Testmaker Thomason

Troubleshooting Macs (Hardware) Tallant

Troubleshooting PCs (Hardware) Roe, Tallant, Thomason

Type to Learn Cook, Tallant

Unitedstreaming / Encyclomedia

Barnes, Hanson, A. Featherston, Vergne

User Folders Hanson, Tallant

Video camera use Roe, Snyder

Web Pages for Online Classrooms Perkins

Wireless Slates Barnes, Cook

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