Technology Plan Update

FRIT 8132 Denise Johns, Myra Lipsey and Kayse Morris

Part 1: Narrative
1. Educational Institution The Bulloch County School District is approximately 60 miles northwest of Savannah and 75 miles south of Augusta, and is the home of Georgia Southern University. Bulloch County Public Schools is a county-wide system which is centered in Statesboro, Georgia. Bulloch County is made up of approximately 9, 607 students in 16 schools. Student demographics are as follows: 1% Asian, 36% Black, 4% Hispanic, 56% White, and 3% Multi-Racial. The Bulloch County School System is also composed of 12% students with disabilities, 3% limited English proficiency, with 60% being eligible for free/reduced meals. 2. Overview of Strengths and Weaknesses In the area of Technology Contributors, including but not limited to: administrators, teachers, students, staff, and parents, we concluded that the plan membership list contains a list of constituencies, but lacks equitable representation in one or more areas. This can be viewed in the action plan portion of the technology plan. The areas are not specifically identified and lack potentially vital information in regards to contributors. The Support from Technology Contributors is directly affected because the area of contributors again is mentioned briefly without specific detail. The Vision statement focuses on how technology will improve student learning, but lacks a clear description of instructional outcome. The Mission Statement is well developed and thought out with regard to instructional outcomes and clearly indicates what the school and district will do to meet its technology vision. This mission makes up for the lack of clear description of instructional outcomes because it focuses on the needs and requirements of the technology vision. The Goals are a pertinent part of the overall success of the plan. They were very realistic, broad, and comprehensive in addressing the needs of teaching and

learning. They clearly answered the questions: Who? What? When? How Much? According to Which Instrument? These goals coupled with the Objectives allowed the objectives to be very realistic, measurable, and to clearly define the steps that needed to be taken to achieve the goals. The Action Plan Timeline is specifically tied to the goals and objectives. The identified task, timeline, responsibility, funding, and assessments are incomplete and several elements are missing; however, the goals allowed this area to still hold validity. The General Issues clearly address issues of: staff development, technical support, technology standards, student access to computers, integrating new with old technologies, capacity of present facilities to accommodate new technologies; how technology resources and budget will be distributed among schools for equitable access, how needs of students with disabilities or limited English proficiency will be addressed, student access to computers, and capacity of present facilities to accept new technologies, etc. In regards to Curriculum Integration the plan specifically identifies how the curriculum can be enhanced by the use of technology with detail. A technologyrich environment is described, but strategies for enhanced teaching are not explored thoroughly. The Acceptable Use Policy is extensive in that the plan describes policies that are needed to ensure proper use of the technology resources (guidelines, software, facilities use policies, parental consent for Internet use, etc.) It also includes a wellwritten draft of Acceptable Use Policy. An evaluation process and instrument is described in detail, but lacks complete comprehensiveness. The link to goals and objectives is not clear. The Technology Standards provide a clear and comprehensive description of the capabilities of hardware and learning environments. It also identifies minimum standards and requirements for computer hardware, software, and connectivity; describes the types of learning environments that currently exist and those to be created by the plan. Specific Funding sources are described including current and future funding sources. A plan for reallocation and employment or School Pilot projects of resources is included, along with budget figures and projections. Specific Educational Research and development efforts are described, with implications for future work (scalability) articulated. The R& D efforts have a timeline and measurable instruments in place. Specific educational research is mentioned, and connections are made to the efforts in schools in the district. Specific Software

Agreements are articulated with plans to accommodate software needs at the sites. Although the Plan does lack an initial gratification with a lack of a clear vision for the plan, the momentum is regained when the technology plan allows the technology standards, funding, specific education research and software policy to stand-alone. The funding in Bulloch County is unique to other schools because of the educational revenue that is generated in Statesboro because of Georgia Southern University. Overall, the writing is concise and clear and there are no spelling, grammar, or punctuation mistakes. The technology plan was written with a clear understanding and is easy to understand with the format of sections and headings.

3. Outline of Changes The vision statement provides an adequate description of how technology will improve learning but instructional outcomes are not fully addressed. The instructional outcomes need to be fully addressed aligning to the instruction so in turn teachers and administration know if the needs of the students and the standards are being met. There needs to be evidence of the needs being met by each individual. In order to improve in this area, the technology standards and the Georgia Performance Standards must be used. Strategies for enhanced teaching are not explored thoroughly. One way to develop a better atmosphere for curriculum integration would be to add more detail to this area and allow teachers to conduct surveys on how certain parts of technology are used to aid in student achievement. Directly linking the Evaluation Process to the goals and objectives of the technology plan would further help in evaluation. The Bulloch County School District Technology Plan does not currently include a School Pilot Project. Our group has determined that the current Technology Plan needs to include such a Project, therefore we have included a suggested School Pilot Project. 4. Desired Areas of Improvement We would like to see the addition of technology learning outcomes. We feel this would help guide the teachers in the direction we need for them to travel in order to meet the ever-changing technology needs of the students. It is essential

the goals be challenging yet achievable so the students can get the most out of the technology resources available. It is necessary to add the NETS Technology Standards for both Teachers and Students. It is essential that the standards be evident within the technology plan. The standards give both the teachers, administration, and the students the information they need in order to accomplish what is necessary in the plan itself. Technology learning goals also need to be included as well as learning models. This will help guide the beneficiaries of the plan in the direction they are meant to move for success. We believe it is important to add a gifts section to the Gifts and Disposal policy. This policy is important so that all personnel understand the policy and the steps in maintaining it. Without one, procedures may be broken and personnel may inadvertently do something which goes against board policy. We anticipate these changes will greatly improve the function of this plan. We believe the additions will help all parties involved meet the goals of the plan more easily.

2. Create/Update Technology Plan Broad-Based Support

Charles Wilson, Superintendent of Bulloch County Schools Business and Finance: Troy Brown, Accounting Director Human Resources: Kevin Judy, Asst Superintendent Phillip Tremble, HR Director Megan Mobley, Food Services Director Sharon Hodges, Admin. Assistant Penny Freeman, Prof. Dev. Coordinator B.J. Brannen, Benefits Coordinator Hayley Greene, Public Relations Teaching and Learning Fran Stephens, Asst Superintendent (PreK-12) Brenda Kingery, Testing Coordinator Monica Lanier, Federal Programs Director Teresa Phillips, CCGPS Coordinator Information Systems

Craig Liggett, Asst Superintendent Patricia Webb, SIS Coordinator Richard Clark, Commun. Engineer Mike Townsend, Systems Engineer Herman Metcalf, Database Engineer Robby Bragdon, WAN Engineer April Beasley, Inst. Tech. Spec. Van Heath, Tech Specialist Rob Cannady, Tech Specialist Elementary, Middle and High School Technical Support Liaisons Technical Support Liaison Staff Elementary, Middle and High School Technology Committees Principals, Assistant Principals and Media Technology Committees Community Representatives

Needs Assessment
Snapshot Data Students enrolled preK-12 (2010-2011) Percentage of students receiving free or reduced lunch Dropout rateGrades 9-12 High School Graduation Rate Schools Meeting AYP HSGT passing rate Writing English Mathematics Social Studies Science College and Post-Secondary enrollment after June 1, 2007 Entered Colleges Entered Technical Colleges Hope Scholarship eligibility rate Average SAT score Number of student workstations Number of teacher workstations Number of administrative workstations Number of schools with Internet access Number of classrooms with Internet access Year 2010-2011 2009-2010 2009-2010 2009-2010 2009-2010 2009-2010 2009-2010 2009-2010 2009-2010 2009-2010 2008-2009 2008-2009 2008-2009 2009-2010 2010-2011 2010-2011 2010-2011 2010-2011 2010-2011 Data 9,530 58% 3.9% 82.2% 80% 91% 87% 91% 77% 91% 51.2% 16.5% 40.6% 1399 4904 700 laptops 317 16 696

Mission
The mission of the Bulloch County School System 3-Year Technology Plan is to support the advancement of life-long learning in a quality, technology-rich, secure environment where students and staff develop skills to be successful citizens in this 21st Century global community.

VISION
The vision of Bulloch County Public Schools Department of Technology is to become a recognized model school district both in the state of Georgia and nationally for the access and utilization of innovative technology and cutting edge strategies to ensure that students are prepared to compete globally, as well as aligning with state and national standards. Implementation of the vision is as follows: All teachers and students will be proficient in identifying and effectively using 21st century skills, tools, methodologies, and standards. Administrators, teachers, media specialists, and central office curriculum staff will use technology resources to access data systems need to improve and personalize instructional delivery for all students. All administrators will be empowered to observe, monitor, and recognize effective and impactful classroom instructional technology use by teachers and students. Central office and administrative staff will utilize appropriate technology tools to connect with teachers, parents, students, and community. Parents will receive timely and up-to-date information about their child, the districts goals and initiatives, and general news through interactive online resources, such as teacher web pages, video and audio presentations, podcasts, and a parent portal. Teachers will have access to rigorous professional development workshops, activities, courses, and plans, which target successful classroom integration of digital content, 21st century skills, tools, methodologies, resources, and learning assets. Media Specialists will have access to an ongoing, interactive learning community and network to increase their skills and knowledge base as they serve as Technology Contacts for each school in the district. Successful instructional technology integration requires the cooperation and input from the entire district. For that reason, Bulloch County Public Schools has a commitment to continue providing a forum for key stakeholders to make the technology implementation plan a success. The district curriculum framework, Georgia Performance Standards, Common Core Standards, National Educational Technology Standards, and Framework for 21st Century Skills all contribute to drive the direction of the pedagogical strategies and professional learning opportunities for successful technology use in Bulloch County Schools.

GOALS AND OBJECTIVES

Due to size of material, See Goals and Objectives--Pages 36-68. http://bcssga.schoolloop.com/file/1278179266424/1275747833509/6074319289096626158.p

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Action Plan/Multi-Year Planning

The Action Plan covers a 3 year implementation of technology and technology based issues for the years 2011-2014.

Program Integration
The center of the plan is based on Curriculum. The new CCGPS suggests many opportunities to utilize technology to assist in curriculum. There is a need for elementary-age students to be introduced to grade-appropriate equipment and software, but there is no plan in place to teach students how to use computer programs. Only one elementary school in the county employs a technology instructor. There is a need for this position at all elementary schools, especially due to budget cuts at the middle school level, and the elimination of keyboarding classes.

Curriculum Integration
Increased student achievement will be attained with the development of problem solving strategies that incorporate higher order thinking skills. The NETS standard for Teachers and Students will be used to incorporate technology standards into the student's K-12 educational experience. These standards include: 1. 2. 3. 4. 5. 6. Basic Operations and Concepts Social, Ethical, and Human Issues Technology Productivity Tools Technology Communications Tools Technology Research Tools Technology Problem Solving and Decision Making Tools

Evaluation
The Technology Plan will utilize the following tools to evaluate the success of technology within the educational institution: Annual Technology Inventory Tool Media Specialist Feedback Survey Annual GAP Analysis 8thGrade Technology Literacy Evidence of the tools and strategies defining technology literacy are clearly outlined. Evidence of the tools and strategies the LEA is implementing to ensure that all students are technologically literate by the end of 8th grade. An estimation of the students school-based experiences with developing technology skills and technology literacy at all grade levels. The Bulloch County School System will utilize the State provided 8th Grade Literacy Assessment to evaluate student technology literacy.

Teachers are following the Georgia Performance Standards that have embedded technology literacy standards and components. All of our elementary students in grades 2-5 participate in Math Facts Fluency, an application that provides computer technology components. Students in grades K-8 utilize Compass Odyssey across the district that provides technology skills and literacy across multiple content areas. These applications provide familiarity with computers All of our students have daily exposure to computer labs, computers within the classrooms, SMARTBoards, student response systems. Our students encounter technology every day, all day long. In addition, our middle schools contain connections classes in the middle school that include technology and computer applications. In addition, our Instructional Technology Specialist meets regularly with all gradelevel teams and content area specialists to ensure consistency across the district to provide students have similar technology literacy experiences. State and Federal mandates require 8th graders in the State of Georgia to be technology literate. The Bulloch County School District emphasizes the use of technology

Standards
According to the International Society for Technology in Education, these standards include: Demonstrate creativity and innovation Communicate and collaborate Conduct research and use information Think critically, solve problems, and make decisions Use technology effectively and productively In order for Bulloch County to meet these expectations, our system must provide all teachers and students with the necessary tools, training, and instruction for them to be successful. A survey of all personnel related to instruction revealed that there were gaps that needed to be closed in order for teachers to meet the standards of the twenty-first century classroom. High school: Infrastructure/Hardware Wireless Internet More network drops in classrooms Pentium 4 computers in classrooms Web cameras Software/Training: Test Prep for GHSGT/ACT/SAT/EOCT Training for Office 2007 Training for Windows 2007 MAP practice programs

Middle School: Infrastructure/Hardware Student Response System Pentium 4 computers in the classroom More network drops in classrooms April 14, 2011 48 Wireless Internet Software/Training MAP practice programs Enchanted Learning subscription Quia.com subscription Training on existing programs Elementary School: Infrastructure/Hardware Student response System Rolling cart of laptops Printers, scanners, laser printers Broadcast video in media Software/Training Edhelper subscription Brain Pop MAP practice programs Enchanted Learning subscription Although the above gaps address the needs of the regular education students, the needs of students identified as having special needs also needs to be addressed. The Bulloch county Program for Exceptional Children has a review process that addresses the needs of these students and teachers. The Special Education Director and her team need to have access to funding to provide for those needs. ISTE NETS for Teachers and Students Students 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes b. create original works as a means of personal or group expression c. use models and simulations to explore complex systems and issues d. identify trends and forecast possibilities 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. communicate information and ideas effectively to multiple audiences using a variety of media and formats c. develop cultural understanding and global awareness by engaging with learners of other cultures d. contribute to project teams to produce original works or solve problems 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. process data and report results 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation b. plan and manage activities to develop a solution or complete a project c. collect and analyze data to identify solutions and/or make informed decisions d. use multiple processes and diverse perspectives to explore alternative solutions

5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c. demonstrate personal responsibility for lifelong learning d. exhibit leadership for digital citizenship 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.

Students: a. understand and use technology systems b. select and use applications effectively and productively c. troubleshoot systems and applications d. transfer current knowledge to learning of new technologies Teachers: 1. Facilitate and Inspire Student Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments. Teachers: a. promote, support, and model creative and innovative thinking and inventiveness b. engage students in exploring real-world issues and solving authentic problems using digital tools and resources c. promote student reflection using collaborative tools to reveal and clarify students conceptual understanding and thinking, planning, and creative processes d. model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments 2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETSS. Teachers: a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity b. develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress c. customize and personalize learning activities to address students diverse learning styles, working strategies, and abilities using digital tools and resources d. provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching 3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society. Teachers: a. demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations b. collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation c. communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital-age media and formats

d. model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and learning 4. Promote and Model Digital Citizenship and Responsibility Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices. Teachers: a. advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources b. address the diverse needs of all learners by using learner-centered strategies and providing equitable access to appropriate digital tools and resources c. promote and model digital etiquette and responsible social interactions related to the use of technology and information d. develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital-age communication and collaboration tools 5. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. Teachers: a. participate in local and global learning communities to explore creative applications of technology to improve student learning b. exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others c. evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning d. contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community

Funding Alternatives
Local Budget E-Rate Future funding sources FY11-FY14 Community Assistance

School Pilot Projects/Educational Research

Pilot Project for two elementary schools (to be determined) Implementing Enrichment Clusters in the Gifted Programs. Enrichment clusters are non-graded groups of students who share common interests, and who come together during specially designated time blocks during school to work with an adult who shares their interests and who has some degree of advanced knowledge and expertise in the area. The enrichment clusters usually meet for a block of time weekly during a semester. (Renzulli, 2009) A pilot project will be conducted using two of our high achieving schools in the county. By

allowing gifted students daily access to online activities including Web 2.0 technologies such as Wiki, social networking sites, blogs, video and photo sharing, discussion forums and podcasting, they will enhance their critical thinking skills and technology skills simultaneously (Siegle, 2005). Differentiation modifications can easily be met using the Internet with gifted students. Gifted students require in-depth study of topics that most school libraries and resources cannot accommodate, which diminishes the learning potentials of gifted students (Siegle, 2005). Enrichment clusters will be established at all gifted classes at all grade levels in both of our pilot schools. Enrichment Clusters have the following key characteristics (Eckstein, 2008) Internet based Multi-grade Interest based group Focused toward the production of real world products or services Setting up an Enrichment Center (Eckstein, 2008) Select a Content Area and Write a Description Find schools/students to participate Establish a home for the cluster (Wiki) Obtain parental permission for students to participate Introductions The goals of this project (Eckstein, 209, P.21) Students will be able to critically examine the complexity of knowledge and information. Students will be able to ask and access multifaceted questions in a variety of fields and disciplines Students will be able to conduct meaningful research Students will be able to think creatively and critically to identify and suggest possible solutions to real world problems. Students will be able to assume leadership and participatory roles in group learning situations. Students will be able to produce a variety of authentic projects using 21st century tools that demonstrates understanding in multiple fields and disciplines.

Students will be able to set and achieve reasonable personal and academic goals.

Model Classroom Configurations

The current reality for system readiness for technology identified the following: All schools are connected via 1Gb fiber to the central office. Twelve schools have 100MB connections to the desktop. One school (Mattie Lively Elementary) is being rebuilt during the 2011-2012 school year and will have 100MB connections by January 2012. Three schools (Portal Elementary, Stilson Elementary and William James Middle School) still have only 10MB connections to the desktop. All schools share a total of 105MB to the outside Internet (65 MB provided by the State Department of Education and an additional 40MB that we purchase from a local phone company). All schools, with the exception of Stilson Elementary and Nevils Elementary School, have full-time technology liaisons. Stilson Elementary and Nevils Elementary schools share a technology liaison. All Bulloch County employees have access to First Class from any location. All Bulloch County teachers have laptop computers that can be taken home. All Bulloch County classrooms are equipped with SMART Boards and LCD projectors. All of the 16 Bulloch County schools administrators have laptop computers to utilize technology and information from any location.

Facilities
All buildings need to be wired for wireless access for portable or mobile access to the internet and world wide web.

Maintenance/Support
The Technology Coordinator will develop an online ticketing system for providing hardware/software maintenance and technical support for the school system. Those requiring maintenance will submit an online request. A response will be generated confirming receipt of the request and an estimated timeframe for the service technician to address the issue. Upon completion, an e-mail will be generated confirming completion of the service repair and a survey denoting satisfaction. (Clayton County Technology Plan)

Software Agreements
Duplication of copyrighted software is prohibited except for a single archival copy, which may not be used concurrently with the original. Duplication of documentation is similarly prohibited. The written permission of the publisher must be obtained to use the original and back-up copies simultaneously. Bulloch County School System computers may not be used to illegally duplicate copyrighted software. You must contact the software publisher to obtain written permission and procedures for making back-up and multiple copies, other than the single archival back-up (see above). A license from the publisher is required to download or

network programs to other microcomputers. The use of illegally duplicated software, however, obtained, is expressly prohibited by Bulloch County school facilities. All licensing agreements required by the publisher and agreed upon, as a condition for use, must be adhered to, especially those concerning multiple users; i.e, a classpack vs. an individual-use program. The Principal of each school is responsible for establishing procedures and practices to enforce DOE Software Policy. The Software Policy should be posted conspicuously in every computer room and next to computers available to students and staff. http://scholls.nyc.gov/Offices/DCP/Publicastions/nysslanswers2.htm

Copyright/Acceptable Use Policy

Due to size of material, See Copyright/Acceptable Use Policy, P. 73-90. http://bcssga.schoolloop.com/file/1278179266424/1275747833509/6074319289096626158.p df

Gifts and Disposal

Gifts: See USD 506 Gift Policy; Also technology related items must meet minimum technology standards and be approved by the Technology Coordinator and Assistant Superintendent. (Clayton County Technology Plan) Redeployment Procedures The technical staff keeps equipment in working order through routine maintenance and repair. Parts are salvaged for rebuilding older equipment when possible. Due to warranties of five years on computers, three years on monitors, and lifetime on switches, Bulloch County currently posts items for surplus through GovDeals.com and has an agreement with a Keep Bulloch Beautiful to pickup and discard all computer related equipment that is no longer in use and cannot be sold through GovDeals.com. This method is environmentally friendly. April 14, 2011 88 The following procedures will be followed for surplus of items: 1. Surplus items will be signed off by the local school Principal 2. All computer equipment lists will be submitted to the Assistant Superintendent for Information Systems for review. Items that can be used by the system will be redistributed as needed and approved items will be submitted to the Assistant Superintendent for Business and Finance to be approved by the Board of Education. 3. All computer hard drives will be wiped clean by the local school Technical Support Liaison using the approved Department of Defense hard drive wipe. 4. All Board approved items for surplus will then be posted online through GovDeals.com for auction. 5. Items not sold through GovDeals.com may then be discarded through Keep

Bulloch Beautiful.

Staff Development
The professional development that correlates to System Readiness involves continuing to offer opportunities for Bulloch County School System employees. Training is also provided for the local schools to create resident experts in district software initiatives. All training is a direct result of our efforts to ascertain the school systems goals. Annually provide an onsite School Technology Liaison position at each school. Continue to provide support for the implementation of LCD projectors/ SMART Boards in every classroom and training to incorporate various technologies with the SMART Boards. Utilize the many options of First Class to further engage in dialogue and communication between teachers thus enhancing student achievement. Provide increased Internet Bandwidth As additional technology is made available, on-going professional development opportunities will be needed, including additional sessions within and across schools for staff and students to share. The committee recommends that consideration be given to adding an additional Instructional Technology Specialist to Bulloch Countys staff, perhaps one focusing on elementary and one for middle/high or one for a geographic location compared to another, in order to continue to support teacher and student access, implementation, and application of technology for increased achievement. This will be especially important as we move toward use of mobile anytime, anywhere learning for students, though some reports suggest if the teachers/schools begin the process, the students will become our instructors in how to use the technology (Nastu, eSchool News, March 2011

References
Bulloch County Board of Education, (April, 2011). Three Year Technology Plan. Retrieved from: http://bcss-ga.schoolloop.com/file/1278179266424/1275747833509/6074319289096626158.pdf

Clayton County Board of Education, (May, 2009). Three Year Technology Plan. Retrieved from: http://www.clayton.k12.ga.us/departments/technology/new/techplan/TechPla n.pdf

Cobb County School District, (December, 2011). Three Year Technology Plan. Retrieved form: http://www.cobbk12.org/centraloffice/instructionaltechnology/TechPlan/2012 _2015_CCSD_District_Technology_Plan.pdf

Eckstein, M. (2009). The gifted kids network: 2009 Pilot. Gifted Child Today, 32(2), 20-28.

Eckerstien, M. (2008). Enrichment 2.0 gifted education for the 21st centurypresentation. Retrieved from Slideshare Present Yourself. http://www.slideshare.et/gtteacher/enrichment-20-gifted-education-for-the21st-century-530600

Georgia Department of Education, (2012). 2010-2011 Report Card, Bulloch County. Retrieved from: http://archives.gadoe.org/ReportingFW.aspx? PageReq=102&CountyId=616&T=1&FY=2011

Renzulli, J.S. & Reis, S. (2009). The school wide enrichment model. Retrieved form University of Connecticut Neag Center for Gifted Education and Talent Development. http://www.gifted.uconn.edu/sem/semexec.htlm

Siegle, D. (2005). Six uses of the Internet to develop students gifts and talents. Gifted Child Today, 28(2), 30-36. Authorless Internet References 1) Retrieved from: http://www.standardandpoors.com/ratings/articles/en/us/? assetID=1245191654167 2) Retrieved from:
http://scholls.nyc.gov/Offices/DCP/Publicastions/nysslanswers2.htm 3) Retrieved from:

http://www.ncte.ie/ICTAdviceSupport/NCTErecommendationsfor 1CTinPrimaryschools/ 4) Retrieved from:

http://course1.winona.edu/shatfield/air/technology%20planning%20analysis.pdf

5)

Retrieved from:

https://goml.view.usg.edu/webct/RelativeResourceManager/Template/Hodges_Module04/T PAR1.pdf