2013-2016 Technology Plan - Osceola County School District

Administrative and Instructional Technology
One indicator of how well technology is integrated into the curriculum is to identify how students use
technology. The data submitted by tech contacts at traditional high schools in the 2001-02 Technology
Resources Survey, indicates that the majority of students enrolled in Osceola high schools are working at
a level that exceeds the state average in all but the use of presentation software. Refer to Exhibit 6-7.
Exhibit 6-8
High Percentage of Osceola Computers Still in Use Are Older or Obsolete
Percentage of Percentage of Schools
District Ratio of Students Older/Obsolete Computers With Standard Classroom
Name Per Computer
Still in Use
Configuration
Alachua 4.13 35% 44%
Collier 2.97 5% 100%
Lee 2.80 42% 75%
Leon 3.54 14% 73%
Manatee 2.65 11% 96%
Osceola 3.64 26% 80%
State 3.84 16% 72%
Source: DOE, 2001-02 Technology Resources Survey, Florida Indicators Report 2001-2002 October Membership.
Having readily available, accessible resources on-site is an essential component to the successful
implementation of technology initiatives. When resources are spread too thin, access becomes limited.
When resources are antiquated, maintenance and repair become more costly. Osceola school technology
specialists support approximately 9,168 computers on-site of which 26% are older or obsolete computers
still in use, which exceeds the state average of 16%. See Exhibit 6-8.
Exhibit 6-9
Osceola Schools Report Teacher Competencies in Technology
Are Similar to Peer Districts
District Percentage of Teachers in Percentage of Teachers in Percentage of Teachers in
Name Stage 1 Entry Level Stage 2 Adaptation Stage 3 Transformation
Alachua 38% 48% 14%
Collier 14% 61% 26%
Lee 25% 59% 16%
Leon 23% 59% 18%
Manatee 28% 56% 16%
Osceola 28% 56% 16%
State 35% 50% 15%
Source: DOE, 2001-02 Technology Resources Survey.
As part of the annual technology resources survey, schools report the percentage of teachers who fall in
each of three stages of progress toward technology competency. At Stage 1-Entry, educators are able to
operate the computer at a basic level. At Stage 2-Adaptation technology is integrated into the classroom
in support of existing practices and educators are comfortable with a variety of applications. At Stage 3-
Transformation educators are adept at transferring skills from current technology tools to new ones and
often act as a resource to others. At this stage, the educators use technology for collaboration,
communication, research, writing technology-rich lesson plans and designing project-based learning
activities. Osceola schools report that the majority of their teachers have progressed to Stage 2. See
Exhibit 6-9.
6-10 OPPAGA
2013 Educational Technology Plan 10/40 School District of Osceola County Florida