Introduction - 2005 Technology Plan



From the very beginning, the vision for technology has been to integrate it into the adopted curriculum, rather than to teach it as a separate subject. The decision to use technology needs to be driven by the learning and teaching needs of the student; only then will technology be integrated into the daily lives of students and teachers (Cohen, 1988, Cuban, 1986). Lawrence has a strong belief that technology enhances, but does NOT replace the teacher’s role in instruction. The teacher’s professional judgment and instructional skills are the key ingredients for successful learning and teaching. This was further emphasized with the revision of the District’s vision statements as developed by the Futures Conference (1999), which stated that:

Lawrence Public Schools will expand and integrate the use of technology into all phases of the educational process.

To succeed in today’s economy and workforce, students need to develop higher-level thinking skills and increased knowledge of science, math, and communications. In order to equip students with the skills necessary for a world-class work force, it is essential to integrate technology into all aspects of the curriculum. Preparing students for employment requires development of critical thinking and problem solving skills. Technology is a powerful tool that, when properly implemented, can lead to improved student learning. It lends itself well to learning and instruction (Massachusetts Software Council, 1994).

It is the responsibility of USD #497 to provide students with the opportunity to explore, investigate, analyze, evaluate, design, and create information using adequate and appropriate technology. Students must be equipped with the best skills, attitudes, and tools to function in a competitive economy.  To move the District forward in this endeavor, the District proposed and the voters approved an $8.9 million technology bond in April of 2005.  This bond will fund increased student access to computers, and to presentation systems in the classroom, will and address needed infrastructure improvements.

At the classroom level, technologies must be available to make learning meaningful and exciting, to enhance interaction, and to tie learning to the real world beyond the school walls. Technology should make teaching more productive. Networking systems enhance information access by tying all available resources together. Teachers need access to resources that will help with new teaching strategies. An environment will be created in which the real world will enter the school campuses. Technology should link educational data and district management data to promote efficient and productive decisions. Technology facilitates the linkage among school, home, and community. The following diagram illustrates our view of this linkage.

Technology Infrastructure
Mission Statement

The mission of the Lawrence Public Schools is to enable all students to acquire developmentally appropriate skills and knowledge necessary to become informed decision makers and effective communicators who assume responsible roles in society; this will be accomplished by teaching all students challenging curricula in stimulating and flexible environments enriched through parental involvement and the resources of a community committed to the conviction that all children can learn.

(Revised April 18, 1994)
     


     
Technology Background

Technology has been part of the Lawrence Public Schools for many years. Over time, a variety of committees have worked to develop plans to identify and implement emerging technologies. Media literacy learning was initiated into the district in the late 1970’s, and this was followed by the introduction of early models of Microcomputers.

Committees in the mid 1980’s started to grapple with the issues of technology integration into the curriculum. Limited hardware and software made it difficult to grasp the potential impact emerging technologies would have on the district. Since no budget allocation was established for technology, limited hardware and software purchases were made and little staff development was provided.

During the early 1990’s the emphasis of technology shifted to a networked environment. The 1992 District Technology Committee, consisting of representatives throughout the community, developed the first plan for bringing technology into the classrooms. It was the first attempt to develop a comprehensive plan to connect all buildings and provide the necessary hardware, software, and training. Lack of funding limited what would be able to be done over the next five years, limiting the scope to providing automated libraries and minimal labs within each building and deferring the district network for future funding.

In 1996, with funding becoming available on a limited basis, a revised plan was submitted to the Board of Education (BOE) for consideration. Though no specific Board approval was received at that time, the District moved towards implementation of the plan with existing funding and Board approval on a project-by-project basis. Since then the goals have been to develop a district-wide network connecting all buildings, provide for technology as stipulated by the curriculum, and provide a computer on every teacher’s desk. Though the specifics of these goals may have changed at times (primarily in the area of networking), most of these goals were accomplished by the beginning of the 2001 school year.