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Sustainable Technology Program - Survey and Action Plan Builder

Item #: STPAT-1 | Grades K-12
$99.00
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Learn How to Craft A Sustainable Technology Program

We asked 269 educators how they sustain their technology programs. The most successful schools develop multiple sources of revenue, they trigger strong community engagement, and they prioritize daily support and training for teachers.

Take this assessment and get an easy-to-follow action plan that will help you with sustainable funding for your technology initiative.

Untapped Opportunities

The data suggests that the majority of schools already have funding sources available that can be harnessed for technology programs.

  • Only 14% of schools report “re-budgeting” as a major source of technology funding, however administrators report it’s the most viable and immediately available funding strategy.


  • Respondents shared that grants are one of their most effective sources of funding, and over a quarter of schools who apply are raising over $20,000 per year. Over half of schools are not yet applying for grants.


  • 43% of those schools that do fundraise, raised over $10,000 each year – and one in five raised over $20,000 each year! Only about half of schools are fundraising right now.


  • Schools report that mentoring and peer-coaching programs immediately increase the availability of IT support, and can also lower IT support costs. 66% of schools are not yet implementing mentoring programs.


  • In practice, many administrators are developing strong community ties and easily garnering new support from many sources. Over 1/3 of respondents tell us they don’t yet receive donations from outside organizations.


About the Course

All of the recommendations were supplied by other schools through a survey of 242 educators, 27 interviews with technology leaders, 28 one-computer-per-child implementation sites, and collected during a year-long study of how successful schools are sustaining their technology programs. The course takes about 30 minutes to complete. You can take it as many times as you like, and instantly get an action plan for the parts of the course that you’ve completed.

The elements of the assessment include:

1 - Getting Started

2 - Sustainability of a 1:1 Technology Program

3 - Funding for Technology

4 - Arguments to Obtain Technology Funding

5 - Fundraising

6 - Re-Budgeting

7 - Student Mentors

8 - Community Engagement

9 - Professional Development and Training

Behind the Assessment Tool: The Sustainability Study



The Project: In 2009, Digital Wish launched the School Modernization Initiative, a one-computer-per-child initiative in 28 schools, directly providing 79 teachers with curriculum and training, and 1,294 students in grades 4-6 with computers. After the first year of implementation, the schools hit a stage where they were comfortably absorbing the change and started asking questions about sustainability. The A. D. Henderson Foundation commissioned Digital Wish to study how schools are sustaining their technology initiatives, and develop free resources that would model best practices.

Participants:

242 Survey Respondents

27 Phone Interviews

28 School Site Implementations of 1:1 Computing Initiatives

We asked how they sustain their technology initiatives.

About the Survey:The survey data was collected through anonymous surveys conducted on www.surveymonkey.com. The data collected here shows anecdotal trends, self-reported by technology leaders who volunteered to participate in the project.

Download the Complete Study Here: https://bit.ly/St1ShN
Lesson Plan Name Grades
My Vision Is A Verb P-K to 12
Students will take a dream or vision that they desire to see come true and use the Zoo Burst and/or Story Jumper storytelling software to turn that dream or vision into a book. Students will also learn that work gives power to any vision.
Learning for Justice Teaching Hard History 4 to 8
(5.0 stars, 1 ratings)
Meet and Greet! Cohort Community Building - Educators will meet their THH Trainers and their other cohort members. - Educators will begin to build a network of support for engaging in hard history. - Educators will explore how their identities impact their approach to this work. 8/30/22 8/31/22 “Let’s Talk!” about Racism and Enslavement - Educators will self-assess their comfortability discussing race and racism with their students. - Educators will explain how racism and capitalism (greed) are the foundation of the institution of slavery. - Educators will practice strategies to prepare their students to participate in challenging conversations. 9/13/22 9/14/22 Teaching Hard History 101 - Educators will reflect on language choices that make up THH’s framework and resources. - Educators will gain the skills to critically analyze resources and practices they use in their classrooms. - Educators will learn to navigate the resources available through the Learning for Justice website. 9/27/22 9/28/22 The Forgotten Slavery of Our Ancestors: Illuminating Native History - Educators will reflect on how their curriculum can contribute to the humanity of enslaved peoples. - Educators will plan for conversations around the histories of Indigenous peoples with their students. 10/11/22 10/12/22 The Cultural Legacies of Enslaved and Free People of African Descent - Educators will describe the ways in which enslaved people resisted enslavement. - Educators will understand the cultural legacies created by African Americans as a foundation of American culture. - Educators will be prepared to help students connect American culture today with the contributions of enslaved and free people of African descent. 10/25/22 10/26/22 Using the Inquiry Design Model to Teach Hard History - Educators will reflect on the experience of participating in a THH Inquiry Design Model lesson. - Educators will begin to plan their own Inquiry Design Model using the THH framework. 11/9/22 (Wednesday due to Election Day) 11/9/22 Independent Work Period - Educators will prepare for their final showcase project and presentation. (Optional office hours will still be available.) No synchronous meetings during this period. Giving Light: Disrupting the Continuum of Hard History - Educators will make connections between the legacy of enslavement and current events and climate. - Educators will workshop their showcase presentations with one another. - Educators will reflect on and celebrate their overall experience as a part of the THH cohort. 12/6/22 12/7/22 Showcase Wednesday 1/11/23
MAD Learn - App Development K to 5
(5.0 stars, 1 ratings)
Creating an app using MAD Learn: Ideate Phase 1 Brainstorm your amazing app ideas and decide which ones you are most passionate about building.
Grassroots 10 to 12
(5.0 stars, 1 ratings)
Myriad New Media Literacy (NML) skills are present both in the preparation for and performance of this grassroots lesson. After researching, reading and writing about, discussing, debating, and exploring social movements — students are tasked in this portion of the unit with creating and simulating their own grassroots movement. Thanks to the creative, authentic nature of the project, students get to “play” the role of an activist, promoting lifelong 21st century and new media literacy skills. At every step along this authentic, academic journey, my 12th grade students are actively using myriad technologies with a critical yet creative lens that yields more than impressive results. Below, I will outline the overlapping NML, ICT, and ISTE skills and standards observed in the lesson.
Learning for Justice Teaching Hard History 4 to 8
(5.0 stars, 1 ratings)
Meet and Greet! Cohort Community Building - Educators will meet their THH Trainers and their other cohort members. - Educators will begin to build a network of support for engaging in hard history. - Educators will explore how their identities impact their approach to this work. 8/30/22 8/31/22 “Let’s Talk!” about Racism and Enslavement - Educators will self-assess their comfortability discussing race and racism with their students. - Educators will explain how racism and capitalism (greed) are the foundation of the institution of slavery. - Educators will practice strategies to prepare their students to participate in challenging conversations. 9/13/22 9/14/22 Teaching Hard History 101 - Educators will reflect on language choices that make up THH’s framework and resources. - Educators will gain the skills to critically analyze resources and practices they use in their classrooms. - Educators will learn to navigate the resources available through the Learning for Justice website. 9/27/22 9/28/22 The Forgotten Slavery of Our Ancestors: Illuminating Native History - Educators will reflect on how their curriculum can contribute to the humanity of enslaved peoples. - Educators will plan for conversations around the histories of Indigenous peoples with their students. 10/11/22 10/12/22 The Cultural Legacies of Enslaved and Free People of African Descent - Educators will describe the ways in which enslaved people resisted enslavement. - Educators will understand the cultural legacies created by African Americans as a foundation of American culture. - Educators will be prepared to help students connect American culture today with the contributions of enslaved and free people of African descent. 10/25/22 10/26/22 Using the Inquiry Design Model to Teach Hard History - Educators will reflect on the experience of participating in a THH Inquiry Design Model lesson. - Educators will begin to plan their own Inquiry Design Model using the THH framework. 11/9/22 (Wednesday due to Election Day) 11/9/22 Independent Work Period - Educators will prepare for their final showcase project and presentation. (Optional office hours will still be available.) No synchronous meetings during this period. Giving Light: Disrupting the Continuum of Hard History - Educators will make connections between the legacy of enslavement and current events and climate. - Educators will workshop their showcase presentations with one another. - Educators will reflect on and celebrate their overall experience as a part of the THH cohort. 12/6/22 12/7/22 Showcase Wednesday 1/11/23
Muscle Tissue 11 to 12
(5.0 stars, 1 ratings)
This lesson uses the Nearpod app to engage students in a presentation about new content on muscle tissue.
What can I learn about myself and others 10 to 12
(5.0 stars, 1 ratings)
My kids have autism, ADD/ADHD, and emotional disturbance. They create a introduction using SeeSaw ( a school app). This can be done through art,video, writing or photo. They add descriptive details on their post and then share it with their classmates who then post a comment.
Cabezas Arriba! 11 to 12
(5.0 stars, 1 ratings)
Students will practice the preterite tense using Quizlet Live, then present short skits where they use the tense in conversation, and then students will play Cabezas Arriba (Heads Up) with a Google Doc that is displayed on the ITV. Students have to describe the words behind the student (can't see word) using the target language.
Digital Rube Goldberg Lesson P-K to 12
(5.0 stars, 1 ratings)
This lesson requires the use of physics, critical thinking skills, creativity, and group collaboration to create a multi-step Rube Goldberg design that begins as a virtual lab and can become a physical project or competition.
Ratio/proportional Relationships: using graphs, tables, and equations 6 to 7
(5.0 stars, 1 ratings)
Students will match proportional relationships using graphs, tables, and one-step equations to show hoe they are related.