Dandelion+Dingos

=Dandelion Dingos Technology Survey Summary =

Group Members: Daniel McElheny, Dawn Paine, Lovie Ann Marshall

Schools Surveyed: [|Forest Hills Eastern Survey] [|CMU/ College of Communication and Fine Arts Survey] [|Lovie Marshall School Survey]

[|SPREADSHEET COMPARISON HERE]

Part 1: Hardware Check
Two of our three schools are equipped with Macintosh computers with variety in terms of what types of devices are being used - laptops, Mac minis, Macbooks, and iPads. Each our work environments is equipped with fairly up-to-date operating systems (Mac OS X and/or Windows 10). There is significant overlap between our school environments in terms of the available add-on devices - we all have access to a variety of printers, scanners, DVD players, and other types of hardware - as well as the access to high speed wireless internet.

Part 2: Software Check
Each of the schools have a decent variety of options, including iMovie, Inspiration, SoundSlides, Photo Mechanic, and they all have indicated use of some of the applications from the robust Adobe Creative Cloud (ACC) suite. The largest school of the three, as one might expect, has the widest variety, and is the only school indicated that has licensing for the entire ACC suite.
 * Multimedia authoring software **

The use of internet programs is skewed to a wider variety of options in both the primary and the high school represented, including programs such as: iExcel, Imagine Easy, Language Lab, in addition to the basic trio of browsers, Chrome, FireFox and Safari. The CMU/College of Communication and Fine Arts is more limited in their use of online app software, than both Forest Hills Eastern and Lovie’s school combined.
 * Internet programs **

Taking a look at word processing and spreadsheet software access, all three schools demonstrate a wide variety of strong options, including: Microsoft Office, a variety of cloud-based productivity software, as well as multiple programs from Apple's iWork suite, namely Keynote and Pages.
 * Word processing and spreadsheet software **

<span style="font-family: Arial,Helvetica,sans-serif;">The types of software or online programs varies based on the school, likely due to differences in the ages of students. All three learning environments have Computer Assisted Instruction programs to assist learners with communication and other special needs. Software updates are done frequently at all three schools with hardware updates being done periodically.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Software for Computer Assisted Instruction (CAI) / Software upgrade regimens **

<span style="font-family: Arial,Helvetica,sans-serif;">Part 3: Levels of Training and Trained Personnel Check
<span style="font-family: Arial,Helvetica,sans-serif;">Teacher requirements regarding level of training varies significantly from school to school. Dawn’s school (CMU) does not have a standardized or blanket training requirement for staff (but does have hundreds of training workshops available to faculty & staff), whereas Dan and Lovie’s schools require all instructional staff and administrators to be trained in the use of technology. All three schools offered a variety of optional technology training opportunities at frequent intervals.

<span style="font-family: Arial,Helvetica,sans-serif;">Part 4: Evaluation Process
<span style="font-family: Arial,Helvetica,sans-serif;">Two of the three schools have a student/computer ratio of 1:1 with those two schools arriving at that 1:1 ratio in significantly different ways. Lovie’s school has a 1:1 ratio with students being issued iPads for classroom use, while Dan’s school pushes a BYOD (bring your own device) program that is supplemented by 5-10 chromebooks in each classroom. The ratio of students to devices was a little more complicated to measure at the third school (CMU). Although the vast majority of college students have their own laptops, CMU has an enormous setup of computers open for student use. The university library has more than 200 computers, the College of Communication and Fine Arts alone houses 6 of its own open computer labs. The evaluation process, however, varies from school to school - the type of evaluation, frequency of evaluation, and parties doing the evaluation is different at all three schools. The most common complaint among our group was the lack of tech support and troubleshooting help if software or hardware does not function correctly.

<span style="font-family: Arial,Helvetica,sans-serif;">Part 5: Technology Assessment Summary

 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">Do you feel the technology training and support is adequate for your school/workplace? Why or why not? **

<span style="font-family: Arial,Helvetica,sans-serif;">Overall, all three schools provide access to up-to-date technology - the hardware and software provided to both staff and students meets the learning needs in an adequate way. The potential shortcoming of all three schools is the type of training provided. Technology-oriented professional development does not go beyond developing basic skills and competencies with technology. The introduction of professional development that develops the ability of instructors to meaningfully integrate technology resources into the classroom would lead to more powerful and competent use of technology in the classroom. The resources and infrastructure are adequate - the training and professional development of technology integration does not always match the equipment.