Students will use technology to master 21st Century Skills of collaboration, communication, critical thinking and creativity.

Effective technology integration for pedagogy (instruction) around specific subject matter requires developing an integration when students and teachers do not stop to think about that they are using a technology tool, but actively engaged in projects use technology tools as a seamless part of the teaching and learning process.

Students use Chromebooks and Google Apps for Education as an integrated learning tool during ELA, mathematics, science, history etc. There are a variety of additional online resources such as iReady, Raz Kids, Khan Academy, Stemscope, Birdbrain, Dreambox Math, etc. Some special education students have access to iPads and applications based on their individual needs.

LCAP Actions Actions implemented this year
Purchase more Chromebooks/laptops to move toward 1:1 student ratio. Included with the student devices are headphones, carts and/or cases. Chromebooks, carts and headphones were purchase during the summer to provide students in grades 6-8 one-to-one access. Chromebooks, carts and headphones were provided to the new Twi-Bi Kindergarten classes to provide a two-to-one access.
Purchase and change school and district learning environments (e.g. wired and wireless solutions, furniture, short-throw projectors, etc.). Different schools purchased short-throw projectors. The IT and EdTech staff were available to support the installation of the projectors. Some teachers are going to Donor’s Choose to receive grants for new furniture. Teachers are exploring furniture options to create more collaborative environments.
Maintain staff technology devices and infrastructure. All staff workstations were upgraded to Windows 10. The following is information about the Help Desk Tickets: August to December 1,540 Help Desk Tickets were submitted; 1,488 Help Desk Tickets were completed and closed; we averaged only 10-25 tickets left open at the end of the month. Some of the pending tickets were based on waiting for the person who submitted the ticket to provide more information to the IT Team.
Provide online resources for students and teachers. (e.g. Synergyse, EdTech How Tos, Google Learning Center, Video Conference Calls, etc.) All of the resources listed are available to students and teachers. Additional online resources include public EdTech How to Videos, flyers, documents; The Edtech Facebook page and blog are also available to all staff for ideas on integrating technology as a Common Core tool. Webinars are provided by Santa Clara County Office, EdSurge, Google and Microsoft.
Explore ways to provide access to students who do not have internet or devices outside of the school site. This is in preparation for the possibility of devices being assigned to students for take-home. October 14: Attended Equity and The Digital Divide training by CEPTA Fagen, Friedman, Fulfrost Attorneys. They discussed ideas for home access such as providing hot spots in certain homes. We contacted other districts to learn how they are providing access to students at home. For example, providing computers to take home, but students needed to go the public library for internet access; putting routers on school buses and parking them in the rural areas of the district; encouraging parents on Free and Reduced Lunch to sign up with vendors who offer $9.95 per month. Based on the Fall Technology Survey, 91% of Oak Grove students have access to computer and the internet at home.
Provide trained site Tech Mentor positions to support technology problem solving and professional development for staff. Tech Mentor Meetings: October 14 Topics CCSS Technology Skills, Help Desk Tickets, Updating Chromebooks, Google Parent Access, FERPA/COPPA. February 6 Topics: FERPA/COPPA contracts and requirements, CAASPP Testing, resources such as Rocket Book and using Google Classroom for differentiation.
The Informational Technology and EdTech staff will continue to collaborate, and work as a team to provide the infrastructure and innovative ideas for technology implementation that would enhance student learning of core academic subject knowledge, and meet technology standards. All infrastructure switches were upgraded. IT monitored the sites internet to ensure that students and staff have reliable access every day. 3D Printers are available at the intermediate schools for Project Based Learning.
Oak Grove ensures that all student data information is compliant with Family Educational Rights and Privacy Act (FERPA) and Children’s Online Privacy Protection Act (COPPA) regulations. We will educate and work with students, staff and community on being respectful, responsible, and safe digital citizens. Throughout the year, we monitored all the different online resources to ensure they followed the student data privacy requirements. October 14: Attended Equity and The Digital Divide training by CEPTA Fagen, Friedman, Fulfrost Attorneys. They discussed accessibility of the webpages and FERPA/COPPA compliance. We reviewed all MOU or Contracts to ensure they are compliant with FERPA/COPPA. On January 4, the EdTech team participated in a webinar on student privacy and the different vendor requirements.
We will provide coaching and professional development and coaching to teachers to ensure quality implementation of the CCSS Technology Standards and integrated technology research-based practices (e.g. PBL, SEAL, Google Apps, coding, mathematics, etc.)

From California’s Empowering Learning A Blueprint for California Education Technology 2014-17, “Stanford University Professor Dr. Linda Darling-Hammond, the co-chair of Superintendent Torlakson’s Transition Advisory Team, described this new mission for schools in her book The Flat World and Education: “The new mission of schools is to prepare students to work at jobs that do not yet exist, creating ideas and solutions for products and problems that have not yet been identified, using technologies that have not been invented.”8 We must be prepared to embrace a landscape where technology in teaching and learning becomes part of the fabric of modeling, observation sharing, and the new and expanded peer groups all of us can experience. However, there are millions of students in California who do not have adequate access to technology in their classrooms or at home. According to the K–12 High Speed 2013 Annual Report, 791 California schools today have a T-1 line (1.5 Mbps) or lower broadband access —inadequate for the needs of today’s students.
We must ensure that every one of California’s 6.2 million students can take advantage of the opportunities education technology presents. We must not allow some students to fail to have the opportunity to learn basic skills required to interact in a digital world. We need to make sure every student has access to, and the knowledge to use, the technology needed to successfully participate in the Smarter Balanced assessments. We must not allow a lack of technology—or ineffective implementation—to become the roots of the next achievement gap. ”

Research indicates, “Even if all the equipment was accessible and working, there was still a good deal of complexity in integrating technology into instruction. The emphasis on standardized testing increased this complexity, as teachers often could not figure out how best to prepare students for tests while also emphasizing the kinds of discovery learning that are enhanced by technology use. Again, complexity was heightened in low-SES schools because of the special attention given to raising test scores in those schools as well as the larger numbers of English language learners (ELLs) those schools enrolled. For example, in a number of classrooms, we witnessed ELLs cutting and pasting information from the Internet to complete an assignment, with no evident understanding of the material they were working with. This last example is an illustration of what we called performative, that is, technological performance for its own sake rather than in connection with meaningful learning goals. Designing technology-enhanced lessons for culturally and linguistically diverse students with limited English literacy is without doubt complicated, but it can yield important rewards when done well (see examples in succeeding discussions and further examples in Brown, Cummins, & Sayers, 2007). In the remainder of this chapter, I examine some approaches for addressing these challenges that have been shown to be effective, using contexts of both limited and extensive technology penetration.”

English Language Development standards also specifically address using appropriate technology throughout their grade levels.

The EdTech Specialists worked with students and staff on integrated technology as an instructional tool in Common Core. During the fall, they provided 72 staff professional developments, 184 classroom modeling, 191 teacher one to one sessions, 33 administrator sessions, 8 classified staff professional developments, and 6 parent trainings. The focus of the integration was coding, using Google Classroom, Docs, Slides, Sheets, and Forms. They also provided assistance to the intermediate schools with School Loop grading integration with Infinite Campus. The team manages all student Chromebooks, student and staff Google Accounts, iPads and Apps. The primary focus of the coaching work is to ensure English Learners, Foster Youth, and low socioeconomic students are being provided instruction in the California Technology Standards, and using Chromebooks on a regular basis (at least weekly). Using technology is a critical skill in being career and college ready. We want to prevent a digital divide between our students who have access at home and students who do not.