• Inquiry based research "that expects students to be complex thinkers who engage in solving problems that presently have no answers" (Porter, Bernajean, "Technology Planning–Strategies for Stoking the Catalysts of Change",
  Learning & Leading with Technology, March 2003, Volume 30, Issue 6, p. 11)
• Technology provides an opportunity for students to construct knowledge in ways not possible with traditional methods of instruction.
• Technology-based student products support higher level thinking skills (i.e. using hypertext (links) to connect ideas).
• Using online collaboration tools strengthens the research process (email, bulletin boards, Blogs).
• Librarians, technology integration coordinator and computer teachers support this process.
• Use guidelines outlined in the Falmouth Public Schools Research Handbook to ensure that students understand how to site sources, the concept of plagiarism, and the importance of doing original work.
• Use technology to support collaborative learning environments.

• K-12 - sharing of web sites with students via LCD projector or computer tv/monitor
• Grades 3-4 - use of web sites in library and computer lab to support research
• Developing a web based research unit on Maine studies for grade 4 to be used in 05-06
• Web based research unit on immigration - grade 5
• Use of technology to support the synthesis of information and  demonstration of understanding of content (word processing, presentation, multimedia, web publishing) - Grades 3-12
• Use of two web based research units (Ancient Greece and Mesopotamia) - grade 6
• Grade 8 Inventions web based unit
• Ongoing use of web for curriculum related research by students and teachers in and out of class grades 7 through 12
• Falmouth Public Schools Research Guide available online
• Grade 9 students are taught how to use the Notetaker software in English classes.
• Turnitin.com not only significantly discourages plagiarism, but it teaches student to recognize plagiarism as they synthesize information on the web.

• Train teachers in web features of new online library catalogue system.
• Continue to point teachers to high quality web resources.
• Librarians provide high quality resources for inquiry based research including web sites.
• Technology staff continues to support this process working with teachers to create web quests and/or provide high quality supporting web sites, providing technology tools for note taking, and synthesizing information (word processing, web pages, slide show presentations, multimedia presentations)
• Technology staff provides templates, set up, and/or support for classroom web sites- bulletin boards, blogs, and web page templates.
• Technology staff continues to work with teachers to ensure students and teachers follow guidelines in our Acceptable Use Policy
• See also:
  • Professional Development
  • Promotion of Various Curricula and Teaching Strategies that Integrate Technology

• Software choices are based on both how well the software content assists students in meeting standards and how well the software is designed (ease of use, age appropriate, quality design that engages students).
• Director of Student Planning and Learning Options and Assistant Superintendent provide support for content team review, implementation, and professional development phases of curriculum specific software adaptation.

• Everyday Math has online supplementary materials that several teachers are using.
• Understanding Math in the Middle School – gives additional practice and offers extensions for brighter
  students. Used for homework.
• Grade 7 uses Tinkerplots used for data analysis.
• PLATO software provides web based instruction and assessment for English/Language Arts, Science, Math, and World and U.S. History. This is used in the Girls Transition Program and is being piloted with a few special education students in 05-06
• High School Science - (Concord Consortium Pedagogica Software)
• Occasional one time use of ATM programming with students
• Piloting online/web based course offerings

Math and Science Software

• High School is exploring Agile Mind Software to supplement algebra through calculus math curriculum
• Work with administrators on budgeting for curriculum specific software.
• Provide training in curriculum specific software where needed using classroom teachers as experts (train the trainer model)

K-2 Software

• Form a K-2 study group to research best practices for K-2 use of technology and make recommendations. Some resources that will be particularly useful in this process are:
  • http://www.netc.org/earlyconnections/ - this whole site is particularly useful
  • http://www.netc.org/earlyconnections/primary/technology.html
  • http://www.netc.org/earlyconnections/primary/software.html
  • http://www.childrenandcomputers.com/ (commercial site)
  • http://www.childrenssoftware.com/ (commercial site)

Web-based High School Courses

• A study group headed by the Director of Student Planning and Learning options that includes teachers, guidance, and administration forms evaluates and recommends appropriate web-based courses.
• Pilot use of online courses with selected students and/or selected courses.
• Create any necessary policies on use of web-based courses.
• Train teachers and support staff on teaching online courses.
• Explore joining the Virtual High School in order to provide our students with multiple options for online courses in a cost effective way.
  

Distance and Distributed Learning

• Work with High School Schedule committee to investigate whether a schedule can be implemented that meets needs of all students, but provides a more conducive schedule for using the ATM for classes. Consider offering and/or enrolling students in evening ATM courses.
• High School librarian and technology staff assist teachers in using the ATM facility for courses, units of study, and collaborative teaching with other schools.
• High School librarian and Director of Student Planning and Learning Options work with administration to provide students the opportunity to take courses via ATM that are not offered at Falmouth High School such as Japanese and American Sign Language.

• We are technology to report and store student data - Kindergarten through 12th grade.
• Analysis of data - student performance, demographic, perceptions, and school process data and their intersections - See Bernhardt, Victoria L., Intersections: New Routes Open When One Type of Data Crosses Another, from Bernhardt's book/CD, The School Portfolio Toolkit: a Planning, Implementation, and Evaluation Guide for Continuous School Improvement, Larchmont, NY : Eye On Education, c2002. (Originally published in the NSDC's Journal of Staff Development, Winter 2000, Volume 21, Number 1) - posted on this web site with the permission of the publisher, Eye on Education.
• Using technology, where appropriate, to support level 2 common assessments.
• Using technology, where appropriate to portfolio student work.

• Approximately 6 teachers in the district are using technology to support electronic portfolios
• Falmouth has purchased NWEA online assessments. All 4th through 10th grade students took the reading assessments in fall 2005 for the first time.
• The Assistant Superintendent is coordinating training in administering NWEA assessments as well as working with teachers to use the data to differentiate instruction.
• Teachers enter common assessment data in PowerSchool and can access online reports on individual students as well as entire class performance.
• District is piloting PLATO software which provides students with formative assessments as they work through units to determine next steps in instruction (intended to be used for students who are having difficulty meeting standards)
• Standards based report cards are being developed in PowerSchool for grades K-5 (05-06)
• Custom data reports are created by technology staff to provide information on student performance.

• Technology staff continues to update the website to communicate our Comprehensive Local Assessment System to all stakeholders. This will include essential outcomes, benchmarks, sample work, common assessments, as well as all of the Falmouth Learning Results.
• District continues to provide professional development on data-driven instruction
• District piloting NWEA writing and math assessments winter 2005

• Technology can provide alternative methods and opportunities for learning and assessment.
• Technology can provide opportunities for students who meet and exceed standards at an accelerated pace.

• Special education currently uses technology extensively to support student learning. The use in special education may extend to use in the student response system beyond special education.
• District contracted with AllTech (05-06) to update special education staff on available assistive technology options, provide consultation on individual students, and provide training on specific software such as Kurzweil.
• Use of PLATO online learning modules
• Summer study skills class for recommended students which included using technology to support organization and study skills.
• A middle school and high school course option entitled "Using Technology to Support Differentiated Instruction" has been taught starting 04-05.

• Expand use of PLATO online learning modules
• Explore possibility of using Agile Mind web based software to support high school math.
• Investigate organizational tools for high school students who need support but aren't in a grade level that has 1:1 laptop computing.
• Investigate use of web based courses to support students who need more time to complete a course or as an option in Summer Academy.
• Investigate the use of web based courses to expand options for high performing Falmouth High School or Middle School students.
• Continue "Using Technology to Support Differentiated Instruction" course.