School Type: Public	School Setting: Rural
Level: K-12	School Design: Traditional
Content Presented By:
The Education Alliance at Brown University

Summary

The practice: Support - School leaders must ensure that a technical and pedagogical support system exists that facilitates the use and maintenance of technology in their schools.

• School district in rural Maine a model for educational uses of technology
• High-tech infrastructure developed and maintained by network of school and district personnel, students, and parent volunteers
• Heavy investment in high-quality, technology-infused professional development
• Technology embedded in school management and communication
• Pedagogical support accompanies district and school expectations for technology use

In the rural schools of Maine School Administrative District #11 (MSAD #11), teachers are expected to use technology regularly to enhance their students' learning. Many principals require weekly or monthly visits to the computer lab, and as part of their annual evaluation, district teachers must formulate a curriculum goal based on the "Good Models of Teaching with Technology," a set of educational technology principles developed by the Northeast and the islands Regional Technology in Education Consortium (NEIRTEC) that guide the district's technology integration process. These expectations are joined with a strong base of technical and pedagogical support. The district's technological infrastructure and equipment is maintained by a district technician, district technology director, middle school integration specialist, and high school video production teacher, as well as technologically proficient teachers, parent volunteers, and high school students. Support for technology-infused curriculum planning is provided through extensive professional development offerings as well as consultations with the technology director, middle school integration specialist, and teacher leaders.

• Vision - School leaders must articulate a shared vision of how technology will be effectively used to support teaching, learning, and school management.   
• Professional Development - School leaders must provide relevant, meaningful, and ongoing professional development for all staff.  
• Community Relationships - School leaders must develop strategic community relationships that foster collaboration in planning, implementing, and assessing the use of technology in schools.  

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This resource is developed and maintained by The Education Alliance at Brown University. Seed funding was provided by the U.S. Department of Education. Send comments to: loom@alliance.brown.edu