I.    MISSION STATEMENT

We, the superintendents of the respective (Arch)dioceses of the Florida Catholic Conference (FCC), realize the importance of incorporating modern technology into all areas of the curriculum to ensure that students of member schools will be prepared, enthusiastic, and productive members of their world community. In order to accomplish the infusion of technology which supports, enhances, and optimizes each student’s educational experience, we, or our designated representative(s), will:

1.1  provide each student as many opportunities as possible to actively engage in the use of various forms of technology and research.

1.2  enable students to become capable information technology users; information seekers, analyzers, and evaluators; problem solvers and decision-makers; creative and effective users of productivity tools; communicators, collaborators, publishers, and producers; and informed, responsible, and contributing citizens.

1.3  provide teachers with technological tools, inservice in their use, and technical support in order to promote technology’s effective use in student instruction.

1.4  review the curriculum yearly to ensure that technology integration is included whenever appropriate in all areas of the curriculum.

1.5  improve the efficiency of the administrative, teaching, and management functions in schools through the integration of appropriate technology.

1.6  develop parent and business partnerships to increase the availability of technological tools for teacher and student use.

II.    INTRODUCTION

2.1  The FCC is comprised of seven Catholic dioceses in the state of Florida serving more than 93,379 students in 225 schools. Of the students enrolled, 33.22% are minorities and 10.33% are non-Catholic.  Most schools are self-supporting and rely on tuition and parish/school fund-raising. Please refer to the attached page which documents Florida’s Catholic school statistics for the 1999-2000 school year. The next statistics revision is scheduled for January 2001.

2.2  The superintendents agreed that since the seven dioceses are so diverse and at different stages of technical expertise, the Dioceses of St. Augustine, St. Petersburg, and Orlando would formulate a plan with the assistance of the FCC Education Coordinator. After review and revision, the superintendents adopted the following plan.

III.    NEEDS ASSESSMENT.  The superintendents agree:

3.1  that annual needs assessments are necessary to provide an (arch)diocesan/ statewide summary of technology improvement which would serve to encourage improvement.

3.2  that, given the vast difference of resources of Catholic schools in the State of Florida, individual needs assessments are the responsibility of each (arch)diocese.

3.3  that each (arch)diocese is responsible for setting the long- and short-term goals for infrastructure, hardware, software, inservice, and support in order for it to achieve the goals described in the Mission Statement (section I), as well as the attached standards and benchmarks in the FCC Technology Curriculum, as adopted.

3.4  that technology assessments should include, but not be limited to: (1) students’ learning needs and interests; (2) teachers’ familiarity with and use of all technologies at their disposal; (3) kinds, age, and capabilities of computers and other technological equipment in classrooms, computer labs, and/or media centers; (4) availability and kinds of both on-site and off-site technical support; (5) kinds and quality of inservice opportunities available to all school personnel (administrators, teachers, and business office personnel); (6) school funding for technological equipment, infrastructure costs, technology maintenance, and inservice; (7) kinds and listing of technological classroom management software, classroom curriculum resources, and media center resources; (8) qualifications/experience of personnel responsible for student lab or media center activities; (9) uses of technology for remediation, new concepts and research; (10) schools’ monitoring plans to ensure appropriate and efficient student usage of technology; and (11) schools’ monitoring plans to ensure integrity of Internet use policy.

IV.    PROGRAM DEVELOPMENT/PROCUREMENT PLAN.  The superintendents agree that each (arch)diocese is responsible for establishing guidelines for the time frame, basic infrastructure, hardware, and software needs that will enable its schools to achieve their plans and program goals.

V.   FUNDING PLAN. The superintendents agree that:

5.1  each superintendent is responsible for monitoring his/her schools’ efforts to meet the established goals in a timely manner.

5.2  each (arch)diocesan superintendent is responsible for encouraging education decision-makers to update facilities and to seek business partnerships and/or parental support in order to fund technological development.

VI.    TECHNOLOGY ACQUISITION PLAN. In order to implement our goal of preparing the students we serve to meet the challenges of their world, the superintendents agree that:

6.1  each superintendent (or designee) will devise guidelines to update technological resources in sufficient quantities to accommodate teacher and staff inservice for the schools in his/her (arch)diocese.

6.2  each superintendent (or designee) will ensure periodic assessment of the technology inservice needs of teachers and staff members.

6.3  each superintendent (or designee) will ensure that appropriate assessments are conducted of teacher and staff awareness and use of technology inservice.

6.4  each superintendent (or designee) will ensure that his/her (arch)diocese maintains an ongoing commitment to:

        *  continual updating of infrastructure, equipment, and professional development to ensure the infusion of future technologies

        *  budgeting for maintenance and technical support

        *  futuristic, proactive planning

6.5  each (arch)diocesan superintendent is responsible for encouraging and supporting his/her schools to obtain the appropriate technological goods, services, and training as quickly as possible. Paragraphs 6.5.1 through 6.5.3 define and illustrate three technology acquisition levels (Basic, Preferred, and Advanced) as reference criteria by which each school may conduct an annual needs assessment (c.f. sections 3.4, 10.1, and 10.2) to determine its current status.  Each superintendent (or designee) agrees to use the annual assessment as a "living" document from which steady progress can be realized.

    6.5.1  Basic Technology acquisition is defined as:

             (a)  at least one computer station for one-fifth of each classroom population or at least one computer resource lab of 25 stations for each 500 students to support current software, including CDs, with accompanying sound and video capabilities.

             (b)  access to computerized instruction (in addition to learning computer terminology and use) for each student in grades PreK-Grade 1 for at least one-half hour/week; for students in Grades 2-4, one hour/week; for students in Grades 5-8, at least two hours/week; and, during Grades 9-12, at least one one-semester course, which includes, but is not limited to, word processing, database creation and use, spreadsheet creation and use, and Internet research.

             (c)   age-appropriate understanding and use of basic educational technologies such as simple calculator functions as a supplement to mathematical instruction in all grades, and audio and video tapes, CDs, and other communication tools.

             (d)  ability of administrators, teachers, and other professional members of the school staff to complete computerized word processing correspondence, classroom tests and handouts; use a computerized grading and attendance program; use calculators with memory functions for supplemental mathematical instruction; and use other technologies (e.g. laser disks) in classroom presentations.

             (e)  the school administrator's having (at the very least) begun to investigate and design a plan and budget for retrofitting part or all of the school for networking.

    6.5.2   Preferred Technology acquisition is defined as:

             (a)  at least one computer station for one-fifth of each classroom population and one computer resource lab of 25 stations for each 500 students to support current software, including CDs, with accompanying sound and video capabilities.

             (b)  an Internet-connected computer with projector and/or television connection which enables the teacher to integrate technology into classroom presentations that are visible to the entire class. This is available in each classroom or in the school’s computer lab on a scheduled basis.

             (c)  teacher and student integration of computerized software and other technologies (e.g. laser disks, multi-media presentations, etc.) to create teacher and student presentations, reports, and research.

             (d)   per-student computer access for a minimum of one-half hour/week for PreK-Grade 1; one hour/week for Grades 2-4; two hours/week for Grades 5-8; and, during Grades 9-12, at least one one-semester course which includes technology applications that are appropriate for integration in classroom presentations.

             (e)  student use of calculators during mathematical instruction in all grades when appropriate and ability to explain the uses and functions to teachers, peers, or younger students.

             (f)   developmentally appropriate student use of interactive books, writing, and drawing tools in all subject areas.

             (g)   administrator, teacher, and other professional staff member competence (in addition to mastering the basics of technology) including: (a) routine use of e-mail to communicate; (b) creation of simple database files for classroom use (e.g. student information or parent volunteer files), searching of academic information databases and printing reports as necessary; (c) use of presentation software to create classroom and/or faculty presentations; and (d) accession of CD-Rom and other software, as well as Internet research for integration into classroom presentations.

             (h)  at least one computer lab equipped with a file server and Internet access and a separate administrative network.

    6.5.3 Advanced Technology acquisition is defined as:

            (a)  at least one computer station for one-fifth of each classroom population and one computer resource lab of 25 stations for each 500 students available throughout the school day for individualized computerized instruction and/or entire class use (research papers, biology labs, drill and practice software, etc.) to support current software, including CDs, with accompanying sound and video capabilities.

            (b)  an Internet-connected computer with projector and/or television connection in each classroom, enabling the teacher to integrate technology into classroom presentations that are visible to the entire class.

            (c)  teacher integration of all appropriate technologies into classroom presentations including, but not limited to, use of multimedia projectors for group presentations, laser disks, Internet, scanners, computerized biological dissections, digital cameras, programmable calculators, and other emerging technologies e.g. Global Positioning Systems (GPS), Geographic Information Systems (GIS).

            (d) integration of technologies as appropriate in every class with per-student computer access at a minimum of: one-half hour/week in Grades PreK-Grade 1; one hour/week in Grades 2-4; two hours/week in Grades 5-8; and, during Grades 9-12, at least one one-semester course that includes technology applications appropriate for integration in classroom presentations.

            (e)  student use of computers, digital cameras, scanners, laser disks, video recording equipment, and other emerging technologies and peripherals, e.g. Global Positioning Systems (GPS), and Geographic Information Systems (GIS), to create student-produced reports, research, and presentations.

            (f)  student ability to explain the functions of task- and age-appropriate calculators (e.g. graphing calculators) and, without specific instructions, to choose and use the appropriate calculator and function in the solution of authentic assessments.

            (g)  an entirely-networked school that is prepared to connect to a diocesan Intranet for administrative and curricular purposes.

VII.    SHARED USE. Each superintendent (or designee) agrees to:

7.1  develop a written (arch)diocesan policy which targets the ethical use of technological resources, which includes, but is not limited to, intellectual property rights of work produced by teachers and students using technology, licensing agreements, and a specific policy of Internet and intranet network use.

7.2  assist in the development and support of public and private technology partnerships when feasible and possible.

VIII.    ACCESS. Each superintendent (or designee) agrees to address:

8.1  an (arch)diocesan plan for equitable access to available and planned technologies which support teaching and learning at the (arch)diocesan, school, and classroom level.

8.2  an (arch)diocesan acceptable-use policy for access to all systems including Internet/World Wide Web.

IX.    SECURITY. Each superintendent (or designee) agrees to provide leadership in:

9.1  protecting the confidentiality of electronically collected and maintained teacher, parent, and student records.

9.2  maintaining the integrity of systems, programs, and information resources.

9.3  addressing the physical security of equipment and systems.

X.    MINIMUM FUNCTIONALITY PLAN (PreK-Grade 12). Each superintendent (or designee) agrees to:

10.1  create and implement an (arch)diocesan policy which establishes minimum technological resources and use, PreK- Grade 12.  This policy (Technology Plan) may include specific criteria previously outlined in paragraph 6.5.1 through 6.5.3 of the Technology Acquisition Plan section.

10.2  encourage and support regular progress toward attaining the goals established by the (arch)diocese. Information set forth in paragraphs 6.5.2 (Preferred Technology) and 6.5.3 (Advanced Technology) may be used as a basis for advancing technology plan goals.

XI.    USER SUPPORT PLAN. Each superintendent (or designee) agrees to:

11.1  Support technological education in his/her (arch)diocese.

11.2  Support technological education by developing a budget line item for necessary resources.

XII.    STAFF TRAINING PLAN.   Each superintendent (or designee) agrees to establish an intensive, on-going program of professional development addressing the integration of technology into curriculum and curriculum-management decisions by:

12.1  Requiring (arch)diocesan schools to establish minimally-acceptable criteria to be met or exceeded by all faculty members.

12.2  Providing adequate resources for faculty/staff professional development.

12.3  Identifying appropriate and feasible technology-based delivery systems for faculty/staff professional development.

12.4  Coordinating training and support at the (arch)diocesan level

XIII.    PROGRAM EVALUATION. Each superintendent (or designee) agrees to:

13.1  Develop an annual evaluation program which lists minimum proficiency levels of technology use (computers, laser disks, Internet research, calculator use if appropriate, etc.), methods of attaining the required levels, and performance benchmarks for professional personnel and to provide remediation inservice when necessary.

13.2  Develop a plan to evaluate the technological skills of teachers new to the (arch)diocese and to provide appropriate inservice for those who do not meet the required proficiency levels. This is in keeping with the "minimum competency for professional certificate" which reads use appropriate technology in teaching and learning processes.

13.3  Develop a plan to evaluate the specific use and integration of appropriate technological resources in the curriculum and provide remediation to professional personnel when necessary.

13.4  Develop a plan to evaluate the technological expertise appropriate for staff personnel and to provide remedial inservice when necessary.

13.5  Encourage his/her schools to use the information gained as a result of 13.1-13.4 in conjunction with their self-study reviews of any accreditation standards that incorporate technology across the curriculum.

XIV.  LEARNER ASSESSMENT. Each superintendent (or designee) agrees to:

14.1  Develop an assessment program which lists minimum proficiency levels of technology use, methods of attaining that proficiency, and performance benchmarks for students at each grade level, PreK-Grade 12, and to provide remediation when necessary.

14.2  Review and discuss the technology curriculum standards and benchmarks below (c.f. pp. 7-10) and adopt those standards deemed appropriate throughout the FCC.

XV.    DISSEMINATION.  Each superintendent (or designee) agrees to disseminate, discuss, and gain support for this plan in his/her diocesan educational community.

FCC Technology Foundation Standards for Students

The technology foundation standards for students are the National Educational Technology Standards for Students (June, 1998), published by the International Society for Technology in Education (ISTE), NETS Project and are reprinted with permission.. They are divided into six broad categories. Standards within each category are to be introduced and reinforced at developmentally appropriate intervals, ultimately leading to student mastery. These categories provide a framework for linking the performance indicators found within the Benchmarks for Technology-Literate Students (pages 8-10) to the standards. Teachers can use these standards and profiles as guidelines for planning technology-based activities in which students achieve success in learning, communication, and life skills.

1.  Basic operations and concepts:
     a) Students demonstrate a sound understanding of the nature and operation of technology systems.

    b) Students are proficient in the use of technology.

2.  Social, ethical, and human issues:
    a) Students understand the ethical, cultural, and societal issues related to technology.

    b) Students practice responsible use of technology systems, information, and software.

    c) Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.

3.  Technology productivity tools:
     a) Students use technology tools to enhance learning, increase productivity, and promote creativity.

     b) Students use productivity tools to collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works.

4.  Technology communications tools:
     a) Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.

     b) Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.

5.  Technology research tools:
     a)  Students use technology to locate, evaluate, and collect information from a variety of sources.

     b)  Students use technology tools to process data and report results.

     c)  Students evaluate and select new information resources and technological innovations based on the appropriateness to specific tasks.

6.  Technology problem-solving and decision-making tools:
     a)  Students use technology resources for solving problems and making informed decisions.

     b)  Students employ technology in the development of strategies for solving problems in the real world.

Benchmarks for Technology-Literate Students Grades PreK –2

All students should have opportunities to demonstrate the following performance indicators prior to completion of Grade 2. Numbers in parentheses refer to the standards category (c.f. p. 7) to which the performance is linked. Students will:

1.  Use input devices (e.g., mouse, keyboard, remote control) and output devices (e.g., monitor, printer) to successfully operate computers, VCRs, audio tapes, telephones, and other technologies. (1)

2.  Use a variety of media and technology resources for directed and independent learning activities. (1, 3)

3.  Communicate about technology using developmentally appropriate and accurate terminology. (1)

4.  Use developmentally appropriate multimedia resources (e.g., interactive books, educational software, elementary multimedia encyclopedias) to support learning. (1)

5.  Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. (2)

6.  Demonstrate positive social and ethical behaviors when using technology. (2)

7.  Practice responsible use of technology systems and software. (2)

8.  Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. (3)

9.  Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories. (3, 4, 5, 6)

10. Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners. (4)

Benchmarks for Technology Literate Students Grades 3 –5

All students should have opportunities to demonstrate the following performance indicators prior to completion of Grade 5. Numbers in parentheses refer to the standards category (c.f. pp. 9-10) to which the performance is linked. Students will:

1.   Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1)

2.   Discuss common uses of technology in daily life and advantages and disadvantages those uses provide. (1, 2)

3.   Discuss basic issues related to responsible use of technology and information; and describe personal consequences of inappropriate use. (2)

4.   Use general purpose productivity tools and peripherals to support personal productivity, to remediate skill deficits, and to facilitate learning through-out the curriculum. (3)

5.   Use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)

6.   Use telecommunications efficiently and effectively to access remote information and communicate with others in support of direct and independent learning and for pursuit of personal interests. (4)

7.   Use telecommunications and on-line resources (e.g., email, online discussions, web environments) to participate in collaborative problem-solving activities to develop solutions or products for audiences inside and outside the classroom. (4, 5)

8.   Use technology resources (e.g., calculators, data collection probes, videos, educational software) for problem-solving, self-directed learning, and extended learning activities. (5, 6)

9.   Determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems. (5, 6)

10. Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources. (6)

Benchmarks for Technology Literate Students Grades 6 – 8

All students should have opportunities to demonstrate the following performance indicators prior to completion of Grade 8. Numbers in parentheses refer to the standards category (c.f. pp. 9-10) to which the performance is linked. Students will:

1.  Apply strategies for identifying and solving routine hardware and software problems that occur during everyday use. (1)

2.  Demonstrate knowledge of current changes in information technologies and the effect those changes have on the workplace and society. (2)

3.  Exhibit legal and ethical behaviors when using information and technology, and discuss consequences of misuse. (2)

4.  Use content-specific tools, software and simulations (e.g., environmental probes, graphing calculators, exploratory environments, Web tools) to support learning and research. (3, 5)

5.  Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3, 6)

6.  Design, develop, publish and present products (e.g., Web pages, video tapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4,5,6)

7.  Collaborate with peers, experts, and others using telecommunications and collaborative tools to investigate curriculum-related problems, issues, and information, and to develop solutions or products for audiences inside and outside the classroom. (4, 5)

8.  Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)

9.  Demonstrate an understanding of concepts underlying hardware, software, and connectivity, and practical applications to learning and problem solving. (1, 6)

10. Research and evaluate the accuracy, relevance, appropriateness, compre-hensiveness, and bias of electronic information sources concerning real-world problems. (2, 5, 6)

Benchmarks for Technology Literate Students Grades 9 –12

All students should have opportunities to demonstrate the following performance indicators prior to completion of Grade 12. Numbers in parentheses refer to the standards category (c.f. pp. 9-10) to which the performance is linked. Students will:

1.   Identify capabilities and limitations of contemporary and emerging technology resources and assess the potential of these systems and services to address personal, lifelong learning, and workplace needs. (2)

2.   Make informed choices among technology systems, resources, and services. (1, 2)

3.   Analyze advantages and disadvantages of widespread use and reliance on technology in the workplace and in society as a whole. (2)

4.   Demonstrate and advocate legal and ethical behaviors among peers, family, and community regarding the use of technology and information. (2)

5.   Use technology tools and resources for managing and communicating personal/professional information (e.g., finances, schedules, addresses, purchases, correspondence). (3, 4)

6.   Evaluate technology-based options, including distance and distributed education, for lifelong learning. (5)

7.   Routinely and efficiently use online information resources to meet needs for collaboration, research, publications, communications, and productivity. (4, 5, 6)

8.   Select and apply technology tools for research, information analysis, problem-solving, and decision-making in content learning. (4, 5)

9.   Investigate and apply expert systems, intelligent agents, and simulations in real-world situations. (3, 5, 6)

10. Collaborate with peers, experts, and others to contribute to a content-related knowledge base by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works. (4, 5, 6)

National Educational Technolgy Standards for Students (June, 1998).
International Society for Technology in Education (ISTE), NETS Project.
[WWW document]. URL http://cnets.iste.org/index2.html.
Reprinted with permission.

FLORIDA CATHOLIC CONFERENCE TECHNOLOGY APPROVAL
PLAN, STANDARDS, and BENCHMARKS

We, the Superintendents of the Florida Catholic Conference, agree in principle to the plan, standards, and benchmarks enumerated in the preceding pages and will endeavor to accomplish the goals listed.
   Brother Richard DeMaria, CFC, Superintendent of Schools, Archdiocese of Miami;
   Patricia A. Tierney, Superintendent of Schools, Diocese of St. Augustine
   Brother John L. Cummings, FMS, Superintendent of Schools, Diocese of St. Petersburg
   Maureen A. Huntington, Superintendent of Schools, Diocese of Orlando
   Sister Mary Caplice, CND, Superintendent of Schools, Diocese of Pensacola-Tallahassee
   Sister Joan Dawson, OSF, Superintendent of Schools, Diocese of Palm Beach
   Rosemary Bratton. Superintendent of Schools, Diocese of Venice