Demographics

Geoffrey Lebowski's Finishing School for Abiding Young Ladies and Gentlemen is an christian International school located in a city of approximately 250,000 people in Thailand. There are 227 students enrolled in grades K-6 and 232 in grades 7-12. There are a total of 57 teachers on staff for a student/teacher ratio of 8:1. The students are a very diverse population, coming from 34 different countries. The school uses an American standards-based curriculum.

Administrative
Policy
behavioral: integrated resource/infrastructure: integrated The IT department has been working with a series of 3 year plans regarding technology use in the school. The plan is being reviewed and updated this year. The degree to which the policy is adhered to varies throughout the school. There seems to be minimal enforcement of the policy.

Planning
behavioral: intelligent resource/infrastructure: intelligent The 3 year plans created are comprehensive and there is an evaluation process. Shorter term procurements are also possible and also require evaluation. An example of this occurred this year when the guidance counselor submitted a request to purchase a career planning software package. He was required to include specific goals that the software would help in meeting and list specific indicators of success.

Budget
behavioral: intelligent resource/infrastructure: integrated There is a dedicated IT budget at the school and update and replacement of equipment is built into the process. As it stands, the high school lab gets new computers every two years. The computers from the high school lab are moved into the elementary lab and the computers from the elementary lab are moved to the research lab. In this way, every lab gets new to you computers every two years.

Administrative Information
behavioral: integrated

resource/infrastructure: integrated The school uses a student information system and online attendance system. The SIS is used to produce report cards and mid-quarter reports in the event that a student is not achieving at least 72%. This documentation is still printed out and sent home with the students who are required to get a parents signature and return the report to school. Many types of paperwork have been moved online, using the schools Google Docs services. Some minor paperwork, such as copy requests and some material requests, is still done offline.

Curricular
Electronic Information
behavioral: integrated resource/infrastructure: integrated Most teachers use electronic information in their classes, but only the IT/computer classes seem to use it everyday. Students have access throughout the school but the emphasis is definitely on high school.

Assessment
behavioral: integrated resource/infrastructure: The school uses a custom student information system for reporting grades and tracking student performance. Again, the system is only used for storing data and producing reports that are printed out. There is no system in place for delivering report cards to parents in an electronic format. The system is not yet as comprehensive as many teachers would like it to be. For example, it doesnt handle attendance as robustly as is necessary.

Curricular Integration
behavior: islands resource/infrastructure: integrated Teachers seem to use technology primarily for supplemental materials such as videos or as a research tool. Actual integration into the curriculum is spotty and is largely up to the teachers. There is no formal policy for tech integration in other subject areas. Resources that are available to teachers is mostly limited to what is freely available on the internet. There are a few exceptions to that wherein the school purchased some special online service. For example, the guidance department was given permission to purchase online career planning software.

Teacher Use

behavioral: islands resource/infrastructure: integrated Most teachers seem to use internet resources fairly regularly, but it is largely motivated by the teachers. All secondary teachers are given notebook computers and have access to wireless internet at school. All primary teachers have computers available in their classrooms. How much the teachers use them and what they use them for is determined by each individual teacher. The school has WordPress installed on its servers and many teachers use these blogs as a way to communicate with parents. Moodle is also available for teachers to use but so far, only the high school IT teacher has used it consistently for delivering course materials.

Student Use
behavioral: islands resource/infrastructure: integrated Students are required to take 3 credits of computer classes during high school. This amounts to their most intensive experience with computers and are the only classes in which it is a required element. In other classes, the ways in which the students are required to use computers are determined by teachers, most of whom use them for research and document processing. In the high school computer classes, courses are delivered using Moodle so the students are familiar with that system as well.

Support
Stakeholder Involvement
behavioral: islands resource/infrastructure: islands Stakeholders and support staff seem to be somewhat aware of the planning process but their engagement in the process doesnt seem to be formalized. The support staffs involvement in technology use planning seems to be lower than that of the teachers.

Administrative Support
behavioral: islands resource/infrastructure: islands The administrations primary involvement of technology use seems to be budgetary planning. The seem responsive to teacher input but dont seem to be particularly active in supporting technology use. There have been some discussions of changing the infrastructure away from the school providing computer labs and toward providing the students with laptops. The

question was floated to high school teachers in a staff meeting, but nothing much has happened with this since then. So, the administration seems generally supportive of technology use and open to teacher input and feedback, but not necessarily certain about a plan of action.

Training
behavioral: islands resource/infrastructure:integrated Formal technology training has been offered in a limited way. Thai members of the staff were given training in operation of OpenOffice software. New teachers were given a brief training in us of the schools gmail based email system and google apps. Teachers were also attended an informational meeting regarding the schools social media policies.

Technical/Infrastructure Support
behavioral: integrated resource/infrastructure: intelligent Members of the staff seem to uniformly understand who they are to get assistance from. There are 3 full-time IT staff and 2 full-time IT teachers with one of the teachers acting as a resource person for the elementary school teachers. The IT staff are highly skilled and accessible to other school personnel. One of the IT staff has a strong background in systems administration and handles all of the network issues. He oversaw the migration to Google Apps 4 years ago. Another member of the IT staff has a strong background in photography and media production.

Connectivity
Local Area Networking (LAN)
behavior: integrated resource/infrastructure: intelligent The school provides 3 networked computer labs containing 24 machines in each, networked computers in elementary school classrooms, and all secondary teachers have been provided with a notebook computer with wireless access to broadband internet throughout the school. The teacher all have access to the abundant resources and diverse media types available on the internet. Many seem to use them in a sophisticated way, while some are used in a way that is only weakly curricular.

District Area Networking (WAN)

behavioral: NA resources/infrastructure: NA This is a private international school and is located in Thailand. There is no district and no network exists between this and other international schools in the region.

Internet Access
behavioral: integrated resource/infrastructure: intelligent Internet is available in 3 computer labs and wirelessly throughout the school. It is available to staff and students. It is primarily used as a research tool or for document processing.

Communication Systems
behavioral: intelligent resource/infrastructure: integrated Email is the prefered mode of communication in the school. In addition to email, many teachers use weblogs to communicate with parents. All students in grade 5 through grade 12 have a school email account. We are planning on moving the grade in which students receive a school email account down to grade 4.

Innovation
New Technologies
behavioral: islands resource/infrastructure: islands New technology implementation seems dependent on individual teacher interest and abilities. Nothing formal exists as far as support. Many teachers utilize google docs extensively in the classroom. Many teachers use a school provided and administered wordpress blog. School policy states that teachers are not to have students as friends on social networks except under special circumstances. Special permission may be granted, but the teacher is supposed to use an account created by the IT department, not their private account.

Comprehensive Technologies
behavioral: integrated resource/infrastructure: integrated All teachers have access to computer labs, A/V equipment, printing, projectors. Elementary teachers each have a computer in their classroom and all secondary teachers are provided with

a notebook. All classrooms are equipped with projectors and access to speakers is available. 1 classroom in the school has a smartboard.

Summary
The Geoffrey Lebowski Finishing School for Abiding Young Ladies and Gentlemen seems to be at the integrated stage in technological maturity for the following reasons. All teachers, all high school students, and approximately a third of the elementary students have access to advanced communication tools at school. High school students are required to take 3 credits of computer classes which amounts to 3 semesters. It doesnt seem that much cross curriculum integration is happening at present which is part of the reason the school fails to reach the intelligent stage of maturity. Teachers use technological solutions for many administrative and assessment functions including grading and attendance. These systems still rely on paper-based reporting of results to parents which is problematic. The attendance system in use is not yet as robust as is needed by the teachers but it is in place. The schools technology needs seem to be very well funded, with special requests possible and upgrade and replacement of equipment built in. The school is generally responsive to requests for equipment and other materials, provided the teacher making the request is able to specify how the acquisition will benefit students and provide evaluation based on indicators. At times the school seems to work on the assumption that teachers will just figure out how to effectively implement technology in their classrooms, without providing adequate training, whereas in other areas of education, multiple training opportunities have been provided. The school has been using a 3 year plan for 2 planning cycles now, and the plan is up for review this year. Some elements that are being emphasised in this years plans include increased in-service trainings about technology resources and using technology in an integrated way across the curriculum.