Co-Chair, Brian Gross, Ph.D., Superintendent of Schools, Westampton Township
Co-Chair, Bill Gibson, Educational Technology Director, Lenape Regional Schools

In addition to serving on the committee, the following people edited the final draft of the document:

In April, 1999 the following members of the Burlington County Technology User Group reviewed the Burlington County Technology Plan and recommended areas for revision to keep the document current. Their efforts are greatly appreciated:

During April, 2001, the following team of Burlington County educators reviewed and revised the county plan.

Alysa Cummings ................................ ETTC of Burlington .......................... acumming@bcc.edu
Joe Fritz ............................................ Burlington Twp ................................. jfritz@burltwpsch.org
William Gibson .................................. Lenape Regional ............................... bgibson@jersey.net
Nina Hoover ..................................... Hainesport ........................................ hoover@hainesport.k12.nj.us
Walter J. Keiss .................................. County Superintendent ...................... wkeiss@doe.state.nj.us
Kathleen Kephart .............................. Tabernacle ........................................ kephartk@tabernacle.k12.nj.us
Ed Kern ............................................ Willingboro ....................................... ekern@wboe.net
John Polomano .................................. Bordentown Regional ....................... jpolomano@bordentown.k12.nj.us
Frank Summers ................................. Evesham ........................................... summersf@evesham.k12.nj.us

• Goals were developed and two sub-committees were formed:

1. Vision/Survey sub-committee - this committee would create a vision statement and two surveys - a "quick" district-wide survey and a "comprehensive" building survey (see Appendix)
1. Connectivity sub-committee - committee would determine from surveys which districts would be able participate in duplication of CAMNET model

• Distribution, discussions, and revisions of vision statement and surveys
• References to sample technology plans made

• Surveys accepted - "quick" survey to be used immediately, "comprehensive" survey to be included in County Plan
• Connectivity sub-committee to initiate discussions between Garden State Cable and CAMNET in order to formulate BCNET

• Update given on National Science Foundation Grant
• Results given on "quick" surveys given to districts
• Discussion and decisions made on structure of Burlington County's Technology Plan
• Update given on BCNET

revised May, 2001

• Bill Gibson will make further contact with Garden State Cable
  
  

• Rough drafts submitted for BC Technology Plan
• Date for final copy determined and an editing committee was formed
• Update of BC NET
• NETDay NJ information discussed and participating districts reported
• The Editing Committee held a meeting on October 1, 1996 to edit and create the final draft of the Burlington County Technology plan.

1. The Burlington County Technology Planning Committee has been established and is comprised of members representing school districts, educational agencies, the county college and county library. The committee shall create recommendations to assist districts in establishing, updating and implementing a local technology plan.
   
   
2. The Burlington County Technology Committee will:
   
   
   • provide resources, upon request, to assist individual school districts in developing and evaluating their curriculum toward meeting the recommended competencies;
     
     
   • provide resources to individual school districts in their development of instruments to measure achieved student competency skills;
     
     
   • periodically review recommended student competencies and modify these competencies, as necessary, to stay current with changing educational and technological methods and tools;
     
     
   • confer periodically with the Burlington County Technology User Group (BCTUG) at meetings held four times a year to assess needs and receive feedback;
     
     
   • explore ways and means to fund technology plans, negotiate cost effective purchasing such as bulk purchases and site licenses;
     
     
   • identify and disseminate information related to partnerships, grants and other funding sources;
     
     
   • support EMTC efforts to establish a Video on Demand (VOD) system and will: · make specific districts available as test sites, · lend technical assistance during test period, · assist in developing instructional approaches that integrate VOD into the classroom;
     
     
   • provide resources to guide in the development of an Acceptable Use Policy (AUP) that addresses items such as Internet filtering, parent permissions, email use, consequences for inappropriate behavior, etc.
     
     
3. The ETTC of Burlington County will serve as a resource in the development and coordination of ongoing staff development by: · disseminating information to the districts about workshop and conferences in technology; · recommending in-services to be held in coordination with the county in-service schedule;· arranging county seminars/conferences where facilities, equipment and/or courseware can be viewed; · maintaining an inventory of district personnel available for visitation, consultation and training between districts · serving as a resource to districts on writing, and implementing a technology plan.
   
   
4. The Burlington County Technology Committee will explore ways through the ESU to establish a county-wide technology service organization that will assist districts with network installation, trouble shooting, system installation, upgrades, and facility planning.
   
   
5. The Educational Media & Technology Center of Burlington County (EMTC) will serve as a multi-district resource center for media and technology used in the instructional process. The contents of the EMTC media library will directly support the New Jersey Core Curriculum Content Standards. The EMTC will maintain an on-line catalog of resources in multiple formats including linear and digital video, medical models and portable planetariums. The EMTC will take a leadership role in providing interactive video on demand over the Internet to county schools. The EMTC will maintain its status as an approved Professional Development Provider and offer staff training on lesson activity integration for resources available through the EMTC. 

• acquire knowledge, solve problems, conduct research, analyze solutions, and present results;
• develop responsibility in the use of resources, processes and systems of technology;
• expand the range and effectiveness of communication skills;
• express individual creativity;
• explore, evaluate and use technology to accomplish, independently and cooperatively, real world tasks.

The following core standards (recommendations) and objectives are written to allow each student to function effectively in a technological society as a competent, productive and responsible citizen.

Recommended Learner Outcomes

The following recommendations and objectives are written to allow each student to function as a competent, productive and responsible citizen in a technological society and simultaneously address the New Jersey Core Curriculum Content Standards.  As all districts are aware, technology is a strand that is integrated throughout all of the NJCCCS.

Keyboarding

The student will demonstrate correct keyboarding techniques (posture, correct fingering position, touch typing).

Productivity

The student will:

• use a word processing program to produce documents with text and graphics;
• use peripheral devices (scanner, printer, etc.);
• proofread and edit documents;
• use a spell checker, and create simple spreadsheets and databases;
• create multi-media presentations.

Information Processing

The student will access and retrieve electronic information by utilizing the following:

• electronic encyclopedia, dictionary, thesaurus, atlas, etc.;
• electronic magazine indexes and on-line catalogs;
• modem, cable, satellite, or other high-speed data/voice/video delivered services;
• age appropriate Internet search engines.

Curriculum Enrichment

The student uses instructional technology to enhance the understanding and development of basic skills and to advance and enrich learning by:

• using software packages to reinforce learning;
• promoting creative thinking skills and problem solving strategies;
• using simulation software programs;
• creating multi-media presentations;
• using interactive communications;
• publishing original work;
• developing visual, graphics and performing arts skills.

Career Awareness

The student will use technology to explore career options and gain technological skills to prepare for the future.

Technology Literacy

The student knows how to care for computers and will:

• expand their computer vocabulary;
• handle disks, CD-ROMs, etc. properly;
• power up the system;
• log on to a network;
• explain their capabilities and applications in society;
• understand copyright law and its implications for computer use;
• understand ethical issues pertaining to computer use.
  

* Please refer to Cross Content Workplace Readiness Standard 2: All students will use information, technology and other tools for additional direction.

Building upon the skills mastered by the end of Grade 4:

Keyboarding

The student will demonstrate correct keyboarding techniques (posture, correct fingering position, touch typing).

Productivity

The student will:

• produce at least a two to three page, word processing document;
• produce a document with graphics and text;
• operate peripheral devices (i.e., printers, scanners, etc.);
• proofread and edit documents for language mechanics, grammar, and content;
• use a spell checker;
• create a multimedia presentation.

Information Processing

The student will access and retrieve electronic information:

• use electronic magazine indexes, on-line catalogues, electronic encyclopedia, dictionary, thesaurus, atlas, etc. to retrieve, download, select, and present information;
• use modem, cable, satellite, or other high-speed data/voice delivered services to access information and electronic databases;
• build databases and spreadsheets, manipulate and interpret data;
• use age appropriate Internet search engines;
• use distance learning/satellite technology.

Curriculum Enrichment

The student uses instructional technology to enhance the understanding and development of basic skills and to advance and enrich learning by:

• using software packages to reinforce learning;
• promoting creative thinking skills and problem solving strategies;
• using simulation software programs;
• using interactive communications;
• organizing writing skills and publishing original work;
• creating multimedia presentations.

Career Awareness

The student will use technology to explore career options and gain technological skills to prepare for the future.

Technology Literacy

The student will know how to care for computers and:

• expand their computer vocabulary;
• handle disks, CD-ROMs, etc. properly;
• power up a system;
• log on to a network;
• understand capabilities and uses of computer in society;
• know about copyright law and its implications for computer use;
• understand ethical issues pertaining to computer use.
  
  

* Please refer to Cross Content Workplace Readiness Standard 2: All students will use information, technology and other tools for additional direction.

Building upon the skills mastered by the end of Grade 8:

Keyboarding

The student will keyboard at 30-40 words per minute with correct fingering position using touch typing skills.

Productivity

The student will:

• create documents at the keyboard;
• format letters and term papers using a word processing package;
• produce a document using a desktop publishing package;
• create and use spreadsheets and databases;
• create multi-media presentations.

Information Processing

The student accesses and retrieves electronic information by:

• using electronic magazine indexes, on-line catalogs, electronic encyclopedia, dictionary, thesaurus, atlas, etc. to retrieve, download, select, and present information;
• using modem, cable, satellite, or other high-speed data/voice delivered services to access information and electronic databases;
• using and applying distance learning/satellite technology;
• using age appropriate Internet search engines.

Curriculum Enrichment

The student uses instructional technology to enhance the understanding and development of basic skills and to advance and enrich learning by:

• using software packages to reinforce learning;
• promoting creative thinking skills and problem solving strategies;
• using simulation software programs;
• creating multi-media presentations;
• using interactive communications;
• organizing writing skills and publishing original work.

Career Awareness

The students uses technology to explore career options and gains technological skills to prepare for the future.

Technology Literacy

The student knows how to care for computers and:

• understands the effects of technology on society;
• understands the ethical issues pertaining to computers, software, and their use and application.

*Please refer to Cross Content Workplace Readiness Standard 2: All students will use information, technology and other tools for additional direction.

• Recommend that a representative from each district attend regular meetings of BCTUG.
• Work with local Professional Development Committees in support of the 100 hours requirement.
• Develop training programs that

• promote the use of the Internet;

• describe the potential of emergent technologies (i.e., video on demand);

• demonstrate how technology can transform student learning from a model of teacher-directed instruction to a model of student exploration, problem solving, multidisciplinary learning, decision making, retrieval and analysis of information, and collegial collaboration;

• explore alternative ways of linking technology to the curriculum

• showcase the use of technology for the purpose of automating management of student performance data, assessment data, lesson planning, and other information related to students;

• describe how to incorporate technology into the mentoring process for new teachers, into staff PIPs, and the general staff evaluation process.

• Recommend that a budgeted amount for training in the use of technology appear as a regular yearly local budget item.
• Conduct periodic needs assessments of all districts to determine areas of interest among staff which would provide the basis for staff development planning.
• Develop and adopt effective staff development models for using educational technologies in the instructional process and provide turnkey training for staff and community within districts in support of the New Jersey Core Curriculum Content Standards.
• Develop a reference list of training materials, staff development guides, books, videos, etc., which can be used by staff and administrators to enhance local staff development activities in the are of educational technology.
• Develop a process for exchange of information about staff development activities across the districts in the County and promote "cross-attendance" in the training programs as much as possible.
• Maintain a reference list of training materials, staff development guides, books, videos, etc., which can be used by staff and administrators to enhance local staff development activities in the are of educational technology.

Facility

Facility Infrastructure

All classrooms, media centers, guidance, nurse, school offices as well as common areas should be networked and have high speed Internet access.

Minimum CAT 5 or fiber network backbone.

CAT 5 or wireless to each classroom.

There are a variety of options for design and delivery.  Contact the ETTC of Burlington (phone: 856-222-9311, x3882) for different examples and set ups within the County.

There are various models for delivery including stationary computer labs, mobile/wireless computer labs, wireless handheld devices, PDAs, etc.

Maximum class size: 25

Number of teachers/aides: 1

Number of rooms: 1

A. Description of functions and activities:

The computer lab may operate as a multi-purpose area: used for scheduled computer literacy and keyboarding classes, booked by individual teachers to support technology integration projects and lesson plans, accessed by students for research and multimedia production tasks.

B. Identification of special and physical environmental features:

• Teacher demonstration station
• 16' x 4' marker board, glare resistant
• Maximum length of tack board at one interior wall
• Wall-mounted projection screen
• Wall-hung 25" (minimum) television monitor
• Computer workstations (sufficient to handle largest class size plus five)
• Computer desks and sled based chairs
• Rectangular work tables
• Room to be accessible to central file server and library catalog and library
• Interactive White Board (SmartBoard)
• CD-ROM reference server
• Battery back-up power supply for all file servers
• Conduits for cable TV, network expansion and future advances in technology
• Telephone lines
• Telephone (cordless preferred) with outside line access
• High speed Internet access
• Electrical outlets equipped with surge protectors
• Two duplex outlets for each computer workstation and teacher workstation
• Three duplex outlets in the front and back of room
• Lights controlled by rheostats
• Anti-static carpet
• Appropriate air conditioning and humidity control year round
• Window treatments to reduce glare and control heat 
  
  

Maximum number of occupants: varies

Number of rooms: 2 (including library/media specialist office)

A. Description of functions and activities:

These are sample job descriptions for your consideration.  Individual situations will vary.