Unit Plan for Technology



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Unit Plan for Technology

Technology Plan FY 2011-2014


Educational Unit

Chadron State College



csc logo

Prepared by: Linda Hunt Brown, EdD

Asst Professor


Table of Contents

Executive Summary…………………………………………………………………………………………………………………………..75
Background Information……………………………………………………………………………………………………..……………76
Technology Goals and Objectives……………………………………………………………………………………….…………….79
Current State of Technology and Needs………...………………………………………………………………..….……………82
Professional Development Strategy…………………………………………………………………………………….…………...84
Timeline…………………………………………………………………………………………………………………………………….……..87
Budget………………………………………………………………………………………………………………………………………………89
Evaluation………………………………………………………………………………………………………………….……………………..90
Attachments/Appendices


  1. Technology Inventory Data Base……………………………………………………………….………………….93

  2. Faculty Learning and Presenting………………………………………………………………………..………….97

  3. Internet Use Policy………………………………………………………………………………………………………104

  4. Universal Design Learning…………………………………………………………………………….……………..106

  5. ISTE Standards for Teachers……………………………………………………………………………………..….108

  6. The Educational Technology Committee

Annual Report 2011-2012 & Recommendations for 2012-2013…………………………………….109

  1. References……………………………………………………………………………………………………………………113



Executive Summary
After a long period of continuous growth and development, the region has begun to reflect the national declining population trends in rural areas. Refocused program offerings, coupled with distance and on-line technological delivery format capabilities allow CSC to remain responsive to changing regional needs and to strengthen and extend our outreach efforts. This technology plan reflects an emphasis on faculty professional development and increased technology integration in face to face and online course delivery including the use of mobile technologies.
Background Information

CSC Department of Education Philosophy

Education in a democracy is accepted as the most important human activity for the maintenance, perpetuation, and advancement of the society. With this in mind, the Education Unit of Chadron State College is dedicated to the development of visionary leaders. The program recognizes the institutional responsibility of developing leadership which facilitates proactive behaviors in educators, for educational services to the public and non-public as well as the rural, frontier, and urban sectors. The campus reflects sensitivity to the need of being a social model, both flexible and adaptable, to the pluralistic and multicultural nature of the dominant society.


Students within the Education Unit are valued as unique individual learners, each wanting to learn and also capable of making good learning decisions. Each student is a client to be served by the staff of CSC and in turn the student (Teacher Candidate) will serve others after graduation in their role as an educator.
We believe the educator's role is to facilitate learning. The facilitation of learning is accomplished by creating opportunities for all learners to actively participate in the learning environment and process knowledge through methods appropriate to their individual learning styles. Our model is based, to a great extent, on the constructivist theory of learning. The faculty within the Education Unit act upon a set of common beliefs that reflect the importance placed upon the preparation of qualified professional educators, who will assume leadership roles within the local education community and the education profession at large. In so doing, various methods of instruction are planned to be consistent with sound theory and current research findings. The individual faculty member is free to use varied approaches and personalized techniques in instruction. In creating a non-threatening learning climate, allowances for the learning styles are encouraged and responded to through appropriate teaching styles and open communication among all participants. Learning is believed to be inherently joyful and efforts toward developing and maintaining this end are supported. The demands of the content of the subject are not diminished in the teaching effort which will produce the greatest positive change.
Mission Statement: Visionary Leader Conceptual Framework

Chadron State College's Professional Studies Program (Teacher Education Program) is designed to produce Visionary Leaders. Visionary Leaders inherit our profession's quintessential traditions and tools, and are made aware of the best contemporary educational research and developments. We bequeath a vital educational vision - one that honors both tradition and innovation - to our students.


Department Overview:

The Visionary Leader model is depicted by three interlocking circles, each representing an interrelated area of the curriculum: General Studies, Specialty Studies, and Professional Studies. The Professional Studies circle consists of six components that make up the conceptual framework for the Education unit. These components are:



  1. Communication

  2. Thinking Skills

  3. Professionalism

  4. Human Relations/Diversity

  5. Methodology/Technology

  6. Assessment

These six areas constitute the conceptual framework for the professional preparation programs at Chadron State College. All six components are interwoven throughout the professional preparation programs.

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Changes and Future Directions

After a long period of continuous growth and development, the region has begun to reflect the national declining population trends in rural areas. (Environmental Trends, Vision 2011, http://www.csc.edu/csc2011)(Factors to Consider in Planning for Chadron State College. D. Jones. Projected Change in HS Graduates, 1998/99 to 2010/11. August 22, 2003). Outreach, via distance learning delivery modes and distant site programs, has resulted in increased numbers of off-campus student enrollments. Refocused program offerings, coupled with distance and on-line technological delivery format capabilities allow CSC to remain responsive to changing regional needs and to strengthen and extend our outreach efforts.

Chadron State College serves several special sub-populations, each with differing needs. For example, ways must be found to offer programs to place-bound students who are unable or unlikely to attend on-site classes at our main campus. To accommodate this need, courses are transmitted via fiber and cable networks to distant sites, allowing individuals or groups of students to participate in real-time classroom experiences. Courses are also available on-line, via the internet, allowing participation by candidates at any location with internet access, meeting individual scheduling and study needs. Non-traditional student populations include adults interested in personal or professional development while continuing to perform family and/or employment responsibilities. Additionally, articulation agreements maintained with community colleges ease the path for the transfer to completion of a four-year degree program at CSC. The nature of these agreements allows interchange of services to individuals in various areas of the region, and assists them in preparation for their chosen educational goals.
Technology Vision: Vision Statement

All students will be prepared to meet the challenge of a dynamic global society in which they participate, contribute, achieve, and flourish through universal access to people, information and ideas. The CSC Educational Unit Technology Literacy Standards incorporate the Information and Communication Technology (ICT) Literacy skills developed by the Partnership for 21st Century Skills; the National Educational Technology Standards for Students (NETS•S) developed by the International Society for Technology in Education (ISTE); as well as ISTE's 2007 draft NETS Refresh. These Technology Literacy Standards fall into three broad categories:
Standard 1: Demonstrate proficiency in the use of computers and applications, as well as an understanding of the concepts underlying hardware, software, and connectivity.

This standard includes:

• proficiency in basic productivity tools such as word processing, spreadsheet, database, electronic research, e-mail, and applications for presentations and graphics;

• conceptual understandings of the nature and operation of technology systems; and

• learning and adapting to new and emerging technology tools.
Standard 2: Demonstrate the responsible use of technology and an understanding of ethics and safety issues in using electronic media at home, in schools, and in society.

This standard

• relates to social, ethical, and human issues. It promotes positive attitudes toward the uses of technology, as well as responsible use of information. This standard also includes recognition of technology’s impact on civic participation, the democratic process, and the environment;

• aims to ensure that students understand general rules for safe Internet practices, including how to protect their personal information on the Internet;

• is to help students develop an awareness of the personal image that they convey through the information they post on the Internet;

• aims to ensure that students understand federal and state laws regarding computer crimes; and

• supports students in exhibiting leadership for digital citizenship.
Standard 3: Demonstrate the ability to use technology for research, critical thinking, problem solving, decision making, communication, collaboration, creativity, and innovation.

This standard:

• focuses on applying a wide range of technology tools to student learning and everyday life;

• aims to ensure that students will be able to use technology to process and analyze information;

• is to help students develop skills for effective technology-based communication;

• includes the use of technology to explore and create new ideas, identify trends, and forecast possibilities; and aims to provide students with an awareness of how technology is used in the real world.



How the Plan Was Developed: Research was conducted of ITSE and NTES standards and current and future trends in education in technology. A team of educator’s worked together with the Information Technology specialists at CSC to identify current technology and determine future educational needs for the Department.
Technology Plan Team Members: Dr. Don King, Dr. Linda Hunt Brown, Dr. Henry McCallum, Dr. Jesse Sealey (Education Faculty), Jereme Patterson (IT Specialist in Teaching and Learning), Ann Burke (Chief Information Officer), and Elizabeth Stetson (graduate student/former classroom teacher).
Technology Goals and Objectives

Goal 1: All education students will be prepared to excel in the community, work place and in our global society using 21st century skills.

GOAL 2: All educators will attain the 21st century skills and knowledge necessary to effectively integrate educational technology in order to enable students to achieve the goals of the core curriculum content standards and experience success in a global society.

GOAL 3: Educational technology will be accessible by students and instructors and utilized for instructional and administrative purposes in all learning environments, including classrooms, library media centers, and other educational settings such as community centers and libraries.

GOAL 4: The Department, with the support of CSC IT department, will establish and maintain the technology infrastructure necessary for all students, faculty and staff to safely access digital information on demand and to communicate virtually.

In a digital world, students need to learn to use the tools to master the learning skills that are essential to everyday life and workplace productivity. This proficiency is known as ICT (information and communication technologies) literacy, defined by the Programme for International Student Assessment as “the interest, attitude and ability of individuals to appropriately use digital technology and communication tools to access, manage, integrate and evaluate information; construct new knowledge; and communicate with others in order to participate effectively in society.” This definition goes far beyond a narrow technical competency, which is a relatively low-level skill, to including higher-level skills, critical thinking and intelligent, creative and ethical use of technology. –A Policymakers’ Guide to 21st Century Skills (p.11)


GOAL 1: All students will be prepared to excel in the community, work place and in our global society using 21st century skills.

Objectives for Goal 1:

1.1 Educational technology will be infused across all curricular areas:


  • aligned with both the most recent version of the Curriculum Content Standards and the International Society for Technology in Education (ISTE) National Educational Technology Standards, and

  • focused on student centered, problem-based, real-world curricula to attain 21st century skills.

1.2 All students will demonstrate proficiency with educational technology, information literacy, expert decision making and complex communications.

1.3 Instruction and content materials will be universally designed to assure access for all learners through technology.

1.4 Technology will be used to pursue academic excellence for every student by supporting learning.

1.5 All students and learning communities will have ubiquitous, equitable and barrier-free access to on-line resources and other distance learning technologies.

1.6 Research-based information will be disseminated identifying both emerging and promising practices in educational technology so that the educational community will continue to support the development of 21st century skills necessary for students to excel in the community, work place and in a global society.
GOAL 2: All educators will attain the 21st century skills and knowledge necessary to effectively integrate educational technology in order to enable students to achieve the goals of the core curriculum content standards and experience success in a global society.

Objectives for Goal 2:

2.1 Educators will participate in ongoing, sustained, high-quality professional development activities focused on infusing 21st century skills into curricula and instructional practices.

2.2 The Educational Unit will provide professional development opportunities and technology support for educators in order to enhance proficiency in the planning, funding and implementation of integrating technology-based resources and in assessing technology integration.

2.3 All supervision and evaluation practices will address the effective use of educational technology for student achievement of the Curriculum Content Standards and success in a global society.

2.4 All educators will use technology tools and applications to provide opportunities for authentic, student-centered, inquiry-based learning with a real-world focused curriculum.

2.5 All educators will use e-mail and other interactive tools to communicate with students and other educators electronically.

2.6 All educators will act responsibly and ethically when obtaining and using technological resources and applications.

2.7 The Educational Unit will have an instructional technology liaison who offers timely, onsite guidance and modeling to enhance faculty proficiency in using and managing technology-based resources.

2.8 All educators will model and/or promote the effective integration of educational technology and information literacy.
GOAL 3: Educational technology will be accessible by students and instructors and utilized for instructional and administrative purposes in all learning environments, including classrooms, library media centers, and other educational settings such as community centers and libraries.

Objectives for Goal 3:

3.1 All students and educators will have consistent, equitable and barrier free access to appropriate technology including technologies with universal design features that assure access for all students in all learning environments.

3.2 Educators and students will have ubiquitous and effective access to on-line resources and other distance learning technologies.

3.3 The Educational Unit will provide access to course and multimedia content in all learning environments that supports CSC students and staff for anywhere/anytime learning.

3.4 Educational Unit classrooms will be connected to high- speed voice, video and data networks in most learning environments.

3.5 Chadron State College will have web sites that meet the following criteria:

Informative, interactive and timely, relevant to local, state, and regional community, allows access to email (such as web portal) and network, and meets accessibility standards [Section 508 compliant (http://www.section508.gov/) and National Instructional Materials Accessibility Standards (http://nimas.cast.org/)].

3.6 All educators will have access to technical support via a technician and/or other means as necessary to maintain equipment and infrastructure through the CSC IT Department.

3.7 The Educational Unit will investigate establishing partnerships, including, but not limited to, other public agencies and entities, educational institutions, community-based organizations and private corporations to increase opportunities for sustained technological access and broad, collaborative learning environments.

3.8 CSC will implement their Acceptable Use Policy (AUP) and other means to ensure that all members of the learning community are able to use technological systems, online resources and software in a safe, ethical and secure manner.


GOAL 4: The CSC IT department will establish and maintain the technology infrastructure necessary for all students, faculty and staff to safely access digital information on demand and to communicate virtually with input from the Educational Unit.
Objectives for Goal 4:

4.1 CSC IT Department will obtain and/or maintain high-speed networks, current hardware/software and Internet access which enable all students and educators to support their curricular activities.

4.2 All educational buildings will have the equipment, connectivity and technical support necessary to provide e-learning opportunities in all learning environments.

4.3 All educational buildings will have the availability of technical staff to support and maintain their technology resources and systems.

4.4 CSC administration will conduct an analysis and use the results to budget for effective implementation and support of educational technology systems.
Examples of assistance that will be available through the Nebraska Department of Education to enhance the achievement of the Educational Units goals are:


  • Maintain the Nebraska State supported telecommunications system with useful and pertinent information supporting the use of educational technology.

  • Form strategic partnerships with the education and business communities to develop projects and provide resources that will enhance student achievement using educational technology and information literacy skills.

  • Research both emerging and promising practices in educational technology implementation by participating in workshops, conferences/seminars at international, national, state and local levels.

  • Provide research and policy support for the development and use of online courses and virtual schools.

  • Identify, assist and support universal designed education to assure access to content and resources from the federal, state, county, local government, and the private sector to support necessary and effective implementation of educational technology (e.g., technology assistance).

  • Collaborate with professional associations and businesses to identify and reward established educational technology projects and programs at the international, national, state, county, and local levels that are exemplary practices for the application of 21st century skills in teaching, learning, and collaboration.

  • Encourage innovative educational technology programs and fill gaps in implementation through targeted grant programs at the state level.

  • Make available the results of international and national technology surveys and research with emphasis on Nebraska’s results as well as related educational technology assessment information to the state’s educational community and to the public.

  • Model the use of technology.


Current State of Technology

A computer inventory is attached in the Appendix. Other items include are:



  • Databases and Information Resources

  • Servers-forty campus-wide

  • PC Workstations for all EU staff and faculty

  • PC lab for 24 workstations for student use with three scanners and printer

  • Integrated Library System (online catalog, circulation, etc.)

  • Network Equipment and Software (hubs, routers, etc.)

  • Telephone System is digital

  • CCTV (Closed Circuit Television Equipment for Distant learning labs) Resources for distance learning programs are sufficient to provide reliability, speed, and confidentiality of connection in the delivery. Reliability: During the 2011-2012 school year, CSC approved the purchase of videoconferencing equipment to provide both computer and mobile based distance learning opportunities as well as upgraded “core” room conferencing equipment.  The upgraded room equipment replaced obsolete Polycom systems with modern standard-based H.323 HD capable videoconferencing systems that are fully supported with a manufacturer 3-year warranty.  The ITV room upgrades will also include long-life LED projection systems, HD capable document cameras, flat panel television upgrades and hands-free microphone capability.  The replacement equipment is specifically aimed at increasing the uptime of ITV classroom equipment while providing enhanced capabilities. 

  • In addition to the room-based equipment upgrades, the computer-based videoconferencing platform (Vidyo) provides redundant (bridging) capabilities as well as the ability to record and stream room-based connections.  CSC’s off-campus ITV room-based locations are connected through dedicated T1 circuits that are managed by the Nebraska Department of Communications.  Our campus infrastructure is connected with redundant statewide circuits.

  • Speed: Currently our typical ITV classroom connections are connected at a rate of 384kbps over dedicated state-managed IP circuits.  This connection rate will likely increase as access to increased bandwidth is readily available.  The current room-based equipment can support 720p resolution and dual-stream H.239 content sharing.   

  • Computer-based videoconferencing connections are designed to work over public unmanaged networks of varying bandwidth. Our computer-based videoconferencing solution (Vidyo) can provide up to 1080p resolution and also provides H.239 content sharing capabilities.  We currently do not use computer-based videoconferencing for dedicated classroom instruction.

  • Confidentiality: ITV classroom equipment is H.323 IP-based and transmitted over dedicated state networks for classroom instruction.  Encrypted transmission is possible, but not implemented due to the inherent security of the managed and dedicated state networks.



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