Where everyday is full of potential!

Evaluation _ Ball, J. 1 Sunny Side Up School Somewhere, California

School Demographics Sunny Side Up Academy is an all-girls private school located in the beautiful inland city of Somewhere, California. The Sisters of St. Ignatius founded Sunny Side Up Academy in 1959 as an outreach to train young ladies to have a positive impact on our world. Growing in number, the school originally began as a high school serving girls in grades 9th 12th. In the early 1980s, the Sisters added 7th and 8th grade classes. With this addition in grades, the overall student population has reached 535 for this school year. This graph shows the breakdown of the student population at Sunny Side Up Academy.

The Sisters focus on providing an education that is available to all. Because of this calling, the representation of most minority groups at our school is higher than the surrounding area. This graph shows the demographic break down of Somewhere, California.

Where everyday is full of potential!

Evaluation _ Ball, J. 2 Sunny Side Up School Somewhere, California

Administrative
Administrative Benchmarks behavioral Policy resource/ infrastructure behavioral Planning resource/ infrastructure behavioral Budget resource/ infrastructure behavioral Administrative resource/ Information infrastructure Emergent X X X X X X X X Islands Integrated Intelligent

After careful research, I found that a written policy regarding technology integration is missing for my school. Therefore technology use is not supported by policy but is driven by Administrative choice. At the present time our schools enrollment is shrinking. Oneto-one iPad integration is a way to boost enrollment by offering something potential parents will see as desirable. The administration has established a formal Technology Integration Committee that meets once a week however, decisions are not driven by research, vision/mission or need. There is no formal technology plan. There is no vision or mission statement set as a guideline to integration. The administration has informed me that technology decisions are based on budget and to increase enrollment. The technology use policy that exists is for student use. It is punitive in nature. No articulation of vision or mission regarding technology integration is communicated. 2% of the over all 8 million dollar school budget is allocated for technology. This includes implementation of and support for the new one-to-one iPad integration that is beginning next year, school wide. The school utilizes some aspects of a digital administrative system. Faculty members take roll using this system and donors are tracked. Although all faculty use this system, the system itself is not integrated into any other aspect of the classroom. This administrative system is available for all faculty to use but all tools of the system are not available to all faculty. Overall, I would rate the Administrative filter as emergent. Technology decisions are being made but with no research . Money is spent without consideration of how it will affect student outcomes. The planning that is being conducted is not being reflected in faculty support or integration success. To be successful we must first write our vision statement for technology integration

Where everyday is full of potential!

Evaluation _ Ball, J. 3 Sunny Side Up School Somewhere, California

followed by a mission for implementation. All stakeholders should be involved in the discussion and creation of this document. Budgetary decisions that support the vision and mission should be put into place. The Administration should be the leaders and models for successful integration. Curricular
Curricular Benchmarks Electronic Information Assessment Curricular Integration Teacher Use Student Use behavioral resource/ infrastructure behavioral resource/ infrastructure behavioral resource/ infrastructure behavioral resource/ infrastructure behavioral resource/ infrastructure Emergent X X X X X X X X X Islands Integrated X Intelligent

The general rating for curricular filter is emergent. In most classrooms teachers, students, parents and administration do not use electronic communication. Although the school has established teacher websites, teachers are only required to post homework assignments to the page. Some teachers do not post assignments. There are many electronic tools available for all faculty to use but no support in applying them to the classroom. All teachers who have moved beyond the basic of opening email have done so by training themselves or taking classes on their own. This is the first year that any evaluation has been conducted online. Only one teacher uses digital resources for classroom assessment. The Vice-Principal of Curriculum Development discourages online assessments. She feels that students must work with paper and pen to be successful. She does not believe in the integration of technology into the curriculum beyond remediation or to replace worksheet use. Technology is generally used to conduct simple research or generate reports or PowerPoint's. Most technology is used in the technology classes, Literary Magazines, the Yearbook and the 8th Grade U.S. History class. Teachers generally use technology to replace worksheets or as out of school projects. Looking toward the next year with one-to-one iPad integration, the focus is on using apps

Where everyday is full of potential!

Evaluation _ Ball, J. 4 Sunny Side Up School Somewhere, California

for remediation, note taking, basic research and skill building. No research has been conducted as to the real purpose of integration at Sunny Side Up Academy. Teachers remain frustrated. Technology is available but no training is offered in classroom use and application. There is also a high degree of unreliability with the infrastructure and in the devices themselves. Academically, students use technology to take notes, create reports or PowerPoint's and conduct research. Student access to technology is in the Computer Lab at lunch or in the Library. Library computers, only 25 for a population of 535, are not reliable, take too long to load or log in and break down frequently. Support
Support Benchmarks Stakeholder Involvement Administrative Support Training Technical/ Infrastructure Support behavioral resource/ infrastructure behavioral resource/ infrastructure behavioral resource/ infrastructure behavioral resource/ infrastructure Emergent X X X X X X X X Islands Integrated Intelligent

Even though a formal Technology Integration Committee was established and meets each week, the overall rating for the support filter is emergent. The formal Technology Integration Committee is comprised of the Director of Technology, his assistant, the Librarian, the Assistant to the Head of Development, The Technology Integration Specialist, the Facilities Manager, the CFO, the head of Marketing and one, non-technology using, classroom teacher. The faculty has not been included in the discussion regarding technology integration nor have they been involved in the decision-making process. Likewise, students and parents have not been included in the discussions rather they have been polled after decisions have been made. Neither the Technology Integration Committee nor the Administration has communicated the vision or mission regarding technology integration to any stakeholder. The Administration makes all decisions regarding technology at our school. Although

Where everyday is full of potential!

Evaluation _ Ball, J. 5 Sunny Side Up School Somewhere, California

the Administrator does not sit on the committee or meet with them, she makes the decisions about integration. Decisions are made to increase enrollment and are based on the experiences she has with her young children. Although members of the Technology Integration Committee regularly travel out of state to attend conferences, no report of findings has been shared with the faculty or any other stakeholder. All faculty members are required to attend monthly technology integration. A technology integration specialist was hired to train faculty how to integrate iPads into their curriculum. During professional development sessions, faculty members are asked to produce their own training and share "best practices" for integration. Additionally, teachers are asked to make lists of apps to use within their classrooms and disciplines as the school moves forward with one-to-one iPad integration during the following school year. Connectivity
Connectivity Benchmarks behavioral Local Area resource/ Networking (LAN) infrastructure behavioral District Area This is a private resource/ Networking (WAN) infrastructure behavioral Internet Access resource/ infrastructure behavioral Communication resource/ Systems infrastructure Emergent X Islands X Integrated Intelligent

school there is no school district.

X X X X

Time and money has been spent to create an infrastructure that is ready for iPad integration. Many systems have been purchased and are installed however, basic connectivity issues hamper reliable access and lack of training keeps most faculty at the emergent level. All stakeholders use the network provided by the school however, the network is often unavailable due to infrastructure issues. High-speed Internet access is available in certain areas of the school. Connectivity is sporadic and unreliable even when hardwired. There is no curriculum integration in most classrooms because access to the Internet is sporadic and unreliable. Further professional development is needed to train teachers to integrate technology into the curriculum.

Where everyday is full of potential!

Evaluation _ Ball, J. 6 Sunny Side Up School Somewhere, California

School established email accounts have been issued to all faculty, staff and students. Most faculty members do not use the established email system to communicate with students. Issues with firewalls and messages ending up in spam folders are frequent. Most faculty have not received adequate training in the use of the email system which includes creation and use of folders for storage, creating personalized contact lists and more. The weakness of the infrastructure is a major concern as we move to one-to-one iPad integration next year. Connectivity issues involving one device or a few devices causing system failure will only increase by adding another 535 devices to an already struggling system. Innovation
Innovation Benchmarks behavioral New Technologies resource/ infrastructure behavioral Comprehensive resource/ Technologies infrastructure Emergent X X X X Islands Integrated Intelligent

As Sunny Side Up Academy moves to a one-to-one iPad adoption, concerned faculty are rejecting the new technologies for several reasons. 1. No vision or mission has been communicated regarding iPad integration. 2. No input was requested before the decision was made. 3. No discussion is encouraged as to the mission for iPad adoption. 4. Those who question the choice are having their jobs threatened. 5. Professional development opportunities do not address using the tool in the classroom. 6. Most faculty are lost and need guidance but none is being offered by the Administration. 7. A struggling infrastructure will not support the additional device use. Full-scale implementation is beginning next year but faculty has not been adequately prepared to face the adoption. Use of the available technology is limited to showing videos and doing research. Technology and infrastructure, that is available for use, is unreliable. Faculty has been offered no support to work through these issues. They have not been included in the discussions and any attempt to open discussion has been met with threats ton their livelihood. Conclusion

Where everyday is full of potential!

Evaluation _ Ball, J. 7 Sunny Side Up School Somewhere, California

Although Sunny Side Up Academy is in an affluent area and funding is reliable through tuition and regular donations, iPad integration planned for the 2013-2014 school year will meet with limited success. The Administration, in its eagerness to increase enrollment has made the colossal mistake of letting the device drive integration. According to Joe and Noel Bitner in the Journal of Technology and Teacher Education (2002), an often-overlooked but crucial determinant of whether technology succeeds or fails in the classroom is the teacher. Without appropriate support in the form of professional development geared towards integration success, any adoption model will be less than successful. Integration must begin with a clearly identified and communicated vision and mission for integration followed by support through appropriate professional development based on sound research. I propose a six-step model of professional development to support successful integration.

Step One Establish clear integration goals and communicate these to the faculty. Communicate often! Step Two Create a secure, nurturing environment where mistakes, hesitancies and failures are acceptable. Step Three Identify each faculty members level of expertise in regards to the iPad integration mission.

Where everyday is full of potential!

Evaluation _ Ball, J. 8 Sunny Side Up School Somewhere, California

Step Four Build a scaffolded plan for each faculty member that takes the member from where she is on the technology integration spectrum to where she should be regarding implementation. Step Five Plan professional development opportunities that meet the needs of each faculty member in regards to her specific discipline area and level of expertise. Step Six To support successful integration, pair less confident teachers with more tech savvy teachers for additional support. By providing professional development in a safe and nurturing environment that is planned around a clearly communicated mission, involving identifying faculty needs and strengths, and supporting a personalized and hands-on approach, faculty will gain the necessary skills to succeed.