Learning @ the Speed of Thought...

A Communications and Information Plan
for Warren Township High School

Frequently Asked Questions...

About our Communications and Information Plan, Year 2000-01

Why did the District provide computers for teachers? 

How do students benefit from the faculty laptops?

Why did you choose to lease laptops and other equipment now, instead of waiting?

Why laptops instead of desktop machines?

Why do teachers need computers?

How much did the laptops cost the district?

What other expenditures were made in June, 2000?

In terms of technology purchases, what has the school district done to reduce the burden on taxpayers?

What expenditures are planned for the future?

Who participates in the Technology Advisory Committee?

What are some of the activities of the Technology Advisory Committee?

What are the requirements for technology planning recommended by the State of Illinois?

How are Warren’s plans for learning with technology drafted?

How has technology planning at Warren THS changed over time?

What is the connection between the 5-year financial projections listed in the current Communications and Information Plan and actual expenditures? 

Why did the District provide computers for teachers?

Faculty members Diane Hughes and Mike Wittes explore the communications features of Microsoft Outlook.

In short, computers for teachers became the number one strategy for assuring that our students will be ready to work in the information age. This strategy emerged from a process. From October, 1999, through April, 2000, our Technology Advisory Committee (TAC) conducted a Gap Analysis to identify goals for improving communications and information access at Warren. The largest gap that emerged was limited faculty access to computers. Prior to last June’s purchases, our 200 classroom teachers shared 30 laptops and 20 desktop machines, most of which were purchased in 1996. The committee determined that providing new computers would help advance our staff’s knowledge with computers and their ability to communicate with colleagues, parents, students, and the community.

How do students benefit from the faculty laptops?

The faculty laptops give students access to computers from every classroom and allow teachers to provide real-time and relevant educational experiences for students. The benefit to students is both direct and indirect. Here are just a few of the direct benefits:

• Students can search online resources, such as magazine articles, library card catalogues, Shakespeare’s works, Familiar Quotations—all available with a click of the mouse.
• Students can view real-time data, such as the national debt or the result of an election—current to the moment of viewing.
• Students can enhance their presentations with PowerPoint software and a projector.
• Students can consult experts through access to email and web sites like “Ask a Scientist”.

Students benefit indirectly as technology empowers our faculty. Some indirect benefits follow:

Students in Mrs. Huebner's Engaged Learning Classroom review a web site as part of their bird house construction project. The computer is connected to the Internet using wireless technology.

• The laptops increase teachers’ skills with technology, essential if they are to help students learn to communicate and access information ethically and intelligently.
• They increase teacher productivity through grading programs and by allowing for easier creation and revision of assignments and learning materials.
• The laptops provide efficient ways to communicate with students, parents, the community, and colleagues.

Why did you choose to lease laptops and other equipment now, instead of waiting?

Short answer: After repeatedly deferring many of our goals for improving student opportunities for learning with technology, we felt that we should launch a major effort at this time. 

Explanation: In our previous technology plan, which was approved by the State of Illinois in 1997, one of our goals was to increase faculty access to technology. Because of growth in our student population and the resulting need to build a second campus, this goal was deferred; and our technology expenditures from 1997 to 2000 focused on purchasing the wiring, servers, computers, and communication systems needed to equip the Almond Campus and tie it in with the O’Plaine Campus. Since our infrastructure is in place, we decided to provide our current students with access to one computer in every classroom.

Why laptops instead of desktop machines?

Faculty members Rob Bond and Maureen Heim share tips on the use of the laptop.

The committee chose laptops for a number of reasons:

• Our teachers are mobile. Many travel between our two campuses, between their classroom and their office, and between classroom and classroom. Laptops allow them to compute wherever they are.
• With 340 potential locations for faculty computing, (75 Almond classrooms + 65 O’Plaine classrooms + 200 teacher office desks = 340) 200 laptops are more economical than 340 desktop machines.
• Laptops are mobile, allowing teachers to work, communicate, and learn at home, which increases the value of the investment.

Why do teachers need computers?

Here are just a few reasons faculty need modern devices for communicating and accessing information:

• Increasingly, information is being delivered electronically. Textbooks and teachers’ guides are accompanied by CD’s with web links, always-current curricular materials are posted online, and original sources and information banks are stored in online museums.
• Parents, students, colleagues, and experts use email to communicate efficiently and frequently.
• Computers are the modern equivalent of chalkboards, pens, books, calculators, and any number of other technologies.
• Professionals in all fields now use computers. We believe that teachers should also be equipped with these basic tools for communication and information access.
• Without frequent and immediate access to technology, teachers cannot advance their skills in its use. Without teachers who are technologically literate, students will not learn how to use technology efficiently and ethically for learning.

How much did the laptops cost the district?

In all, 206 laptops were leased at cost of  $159,800 per year for three years.

What other expenditures were made last June?

To support 200 additional faculty computers, 3100 student accounts, and the additional traffic on our network and email servers, we purchased 7 servers to replace the desktop machines we had been using as servers. We also purchased backup and virus systems to protect our investment and computers for a new desktop publishing lab. Finally, since many of the computers in our business education and student labs were 5-7 years old, we replaced nearly 100 aging computers. Given the scarcity of district funds, we leased all these servers, computers, and software licenses for $105,972 per year for 3 years.

In terms of technology purchases, what has the school district done to reduce the burden on taxpayers?

Funds from the Illinois Technology Integration Program provided 4 sets of iMacs, pictured above in Mrs. Huebner's classroom. Students can access the network and the Internet from anywhere in the room.

• Because we have an approved technology plan, Warren received $119,000 from the state’s Technology Integration Program grant. These funds were used to purchase four sets of mini-labs for use in classrooms and to provide training for faculty.
• Warren teachers participate in the Northwestern University’s Collaboratory Project, a free program that helps teachers and students collaborate and communicate online.
• For the past two years, Warren has successfully applied for a grant through Microsoft Corporation for software titles and licensing. In FY2000, WTHS received over $300,000.00 worth of software through this grant; in FY2001, we received software totally $167,160.00.
• Since 1994, Warren has used state grants to fund Internet connections, professional development programs, and eligible equipment.
• Warren participates in AT&T’s Points for Schools Program (http://www.att.com/pointsforschools/ ), which has provided video cameras, software, zip drives, and printers.
• The Ed Tech department follows a number of cost-saving guidelines when purchasing software and hardware: Taking advantage of educational pricing, state-wide contracts, free software, price-comparisons, and vendors who provide added value to schools.

What expenditures are planned for the future?

As was mentioned elsewhere in this document, we review and adjust our plan annually. The Tech Director and the Technology Advisory Committee will bring next year’s recommendations to the Board of Education in April, 2001, for the following year’s budget. Our projections for future expenditures are available online. In general, however, the following are some of the key goals for the future:

• Maintain, upgrade and replace existing equipment and software to maintain the level of service and functionality currently available.
• Expand student access to technology by replicating the Engaged Learning Seed Program mini-labs in additional classrooms.
• Involve more faculty in the Collaboratory Project and professional development opportunities offered by the school.
• Provide opportunities for families to purchase computers for their students.
• Replace our student records and finance software packages with systems that promote easier access to information among all the stakeholders.

Who participates in the Technology Advisory Committee?

1999-2000 members of the Technology Advisory Committee.

The committee consists of students, parents, business leaders, teachers, administrators, and staff. A list of current members is available online at http://www.wths.net/tac

What are some of the activities of the Technology Advisory Committee?

The group provides ongoing review of the District’s progress toward the adopted vision of learning through technology, a formal structure for the support of technology for learning, and  input on District technology initiatives. Specific agenda items are viewable online at http://www.wths.net/tac

What are the requirements for technology planning recommended by the State of Illinois?

In order to qualify for state and federal grants and to participate in a number of other programs provided by the state, every school must have an approved technology plan. Approval is granted to Districts whose plan has met the requirements of the Technology Plan Blueprint, as determined through a peer review process. These requirements are viewable at http://www.isbe.net/learn%2Dtechnology/technopages/ncsa/blueprint.html. WTHS’s 1996 technology plan was one of the first to receive state approval, in 1997.

How are Warren’s plans for learning with technology drafted?

The 1996 Technology Plan grew out of the work of focus groups, committee work, and a writing team. It included elements of a 1993 plan. The newly formed Technology Advisory Committee played an advisory role in creating the current plan, the Communications and Information plan, which includes revised elements of the 1996 plan as well as new goals based on the gap analysis conducted during the 1999-2000 school year.

How has technology planning at Warren THS changed over time?

What is the connection between the 5-year financial projections listed in the current Communications and Information Plan and actual expenditures?

In line with the trend in business and society of using wireless technology to access information, these iMac's,  provided through a state grant, allow students to communicate with the world whenever and wherever they are working.

(The Communications and Information Plan is available at http://www.wths.net/ciplan. The projections are at http://www.wths.net/ciplan/budget.htm)

• Our currently technology plan is the most comprehensive to date and includes, therefore, expenditures in areas not addressed by earlier plans. The current plan encompasses all areas of two buildings and addresses the communications and information needs of students, faculty, staff, and administration.
• The plan is just that—a plan. The committee’s goal is to reach toward the vision and then factor in the realities of available funding. Based on past planning efforts, our actual expenditures will trail far behind our projections. The plan will be re-evaluated and the actual budget will be trimmed annually.
• Many analysts attribute the success of the American economy over the past years to the efficiencies made possible by intelligent use of technology. While portions of the 8 Goals listed in the plan may be beyond the reach of our budget; grants, funding through community and business partners, and efficient deployment methods may bring many of them within reach.