FINDINGS

Initial Technology Assessments

One important component of the technology plan is the assessment of current status. Findings are a point of reference against which future measures may be compared.

Because this plan asks for a significant commitment of district resources, it must consider ways to measure progress. These findings embrace the philosophical basis for decision making, while serving as an assessment instrument. Three surveys were used to collect data and form the basis for the committee's recommendations.

• A. Technology Resource Survey (June 1992) This survey was created by the Educational Technology Committee and administered throughout the district's schools. This survey was completed by the principals and/or site representatives of each school and is based on self-assessment. The survey sought a quantitative analysis of District technology resources, such as computers, printers, file servers, TV's and VCR's.
  
  
• B. Teacher Technology Survey (1995) This survey was created the by Technology Committee of the Goals 2000 grant writing team and administered throughout the district's schools via the Ed. Tech. Committee, composed of representatives from every school site. Teachers indicated the level of c lassroom and school-wide technology utilization, teacher use of technology for instruction and for classroom management, student use of technology in the learning environment, and "the best thing they have done" at their site with technology.
• C. Hardware Survey (February 1996) This survey was conducted by CUSD Telecommunications staff. It was used to gather current data regarding existing hardware (computers, TV's, VCR's, etc.), platforms (PC vs Apple), local area networks, equipment maintenance, automated library systems as w ell as future hardware needs.

The surveys and resultant findings describe which technologies currently exist and how they are used in the Chico Unified School District. As the technology plan is implemented, these measures can be used to evaluate progress and determine needs as they evolve.

These findings are not evaluative in nature, but rather informative in order to provide information to decision makers. Clearly, disparities in technology implementation exist in Chico Unified schools as with every organization. The root of these dispar ities is complex; however, several themes underlie these disparities including leadership, staffing, resource opportunities (grants) and a history of limited budgets for technology. The assessment instruments described above surfaced these findings:

Identified Needs

Students are not technologically prepared for the twenty-first century. Students and staff do not have equal access to technology. Adequate technological awareness and training have not been provided to all staff. The amount of technological equipment, software, and services currently available in schools is inadequate to meet the needs of students and staff. Instructional technology has not been adequately integrated into the district curriculum, classroom instruction, and staff development activities. Lack of classroom, school, and district-wide networking capability inhibits the efficiency, effectiveness, and productivity of staff and their service to students and parents. Students do not have adequate skills to meet the information literacy and problem-solving tasks demanded in the twenty-first century. Most existing school facilities do not easily accommodate modern technology. Implementation of the district's goals for educational technology have not been satisfactorily realized.

Conclusion

Based on these findings an enormous responsibility exists to improve both the technology resources availability and the way resources are used by the District, including the target elements listed below.

Technology will become an integral tool of the instructional program and its use infused in the curriculum in all subject areas. All students will have ready access to technology. All teachers will have access to a networkable computer and printer. All school sites will be linked through the district wide area network. All sites will have presentation technology capabilities, such as VCR's and monitors, video projection, laser discs, overhead projectors, and LCD panels. All library/media centers will have an automated information/management system. All teachers and support staff will have initial and ongoing training to develop and enhance their technological skills. A district technology training plan will be established. A curriculum specialist with technological expertise will oversee implementation of the plan and coordinate the staff awareness and training component. Full implementation of the plan will be completed by 2001. The implementation timeline could be shortened or extended depending upon available funding.

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