International School of Kenya Technology Plan 2016-2019
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International School of Kenya
Technology Plan 2016-2019
Information Communication Technology (ICT) Capability
Contents
Contents 1
Technology in Education 2
Philosophy and AIMS 2
Information Communication Technology (ICT) Capability 3
Information and Communication Technology Standards for Students 5
Integration Planning Technology References 6
ICT Horizontal Learner Profiles by Standards and Grade Spans 7
Implementation Timelines 10
ICT Program Information 10
Technology Plan Timeline 17
Tech Plan Estimated Budget Summary 20
Additional Documentation 21
ISK One to One Program 21
Library Planning Summary 23
Technology Use Forms and Agreements 24
Planned Classroom Standard Tech Equipment 25
Current Software 25
Current Hardware Summary 30
International School of Kenya, May 2016
1
Technology in Education
Philosophy and AIMS
ISK prepares students and community to be responsible and active 21 st century citizens. We strive to
ensure they have the skills to adapt to, make sense of, and innovate in this ever-changing digital
world.
Philosophy
The educational mission of the ISK ICT program will cultivate a culture of innovation amongst
teachers, students and our community. ISK provides ICT resources, expertise, and learning
opportunities needed to develop the robust ICT capability required for rich and vigorous participation
as global citizens.
ISK Technology AIMS:
Each of the above Aims will be referenced throughout this document in abbreviated form:
● L - Learn
● S - Solve
● A - Act
● CR - Create
● C - Communicate
International School of Kenya, May 2016
2Information Communication Technology (ICT) Capability
Introduction
At ISK, students develop lifelong ICT capability as they learn to use ICT effectively and responsibly
in their learning. Students use ICT to:
• competently access, communicate, remix, and create knowledge and concepts;
• investigate and solve relevant problems;
• work collaboratively in all learning areas at school and in their lives beyond school;
• explore and innovate using design and computational thinking;
• participate ethically and responsibly in a digital environment;
• understand ICT systems and contribute to new ways of doing things as technologies evolve.
Recognizing that technology is multidisciplinary by nature and has applications in any environment,
ISK promotes lifelong success by infusing technology utilization throughout the teaching and learning
processes.
Standards for ICT Capability
ICT capability is based on the assumption that technologies are digital tools that enable the student
to create learning pathways to carry out tasks, solve problems and generate new processes.
Students perceive ICT systems as useful and adaptive tools that they use and remix creatively to
accomplish learning tasks, rather than systems that require following rigid, standard procedures.
ISK combines the strengths of International ICT Standards and the ISK AIMS to provide authentic
contexts in which students build ICT capability. The five ICT Standards for ISK are stated in the
language of a learner’s ambitions:
• Creator and Innovator
• Investigator and Problem-Solver
• Communicator and Collaborator
• Computational Thinker
• Global Digital Citizen
ICT Capability across the curriculum and within set Technology Curriculum
Learning areas across the curriculum provide the content and contexts within which students
develop and apply the knowledge, skills, behaviors, and dispositions that comprise ICT capability.
Students develop the ability to transfer these across environments and applications. They learn to
use ICT with confidence, while understanding its possibilities, limitations and impact on individuals,
groups and communities. They learn to innovate with ICT, creating new ideas and generating unique
processes for the future.
HS Technology Courses and MS Explore Courses provide specialized instructional opportunities for
students who desire exploration and mastery of more advanced technological proficiencies required
for future careers.
ICT opportunities will be reviewed and revised regularly to ensure that there is alignment and
consistency in opportunities for all students, and to respond to the demands for increased
involvement with evolving technologies
International School of Kenya, May 2016
3Year at a Glance: 2016-2017 Information and Communication Technology
ICT opportunities will be:
• integrated within curricular and interdisciplinary learning environments;
• focused this year on Digital Citizenship, use of the Design Cycle, Computational Thinking,
and Innovation;
• integrated through student devices and class use of Computer Labs, the Design and
Multimedia Labs, and ES MakerSpaces;
• offered in advanced media and design classes as the programs develop;
• provided in co-curricular activities;
ICT capability will be:
• assessed through processes such as ePortfolios and rubrics;
• evaluated against at Grade Span level profiles aligned with the ISK ICT Standards;
• celebrated by highlighting and displaying student-generated work throughout the school, on
our Website, and at assemblies to cultivate an exciting culture of innovation.
ICT learning will be supported through:
• 1:1 iPad program in Grades 4-8 and 1:1 BYOD in High School;
• Class sets of iPads, supplemented with a laptop cart and a Chromebook cart, in Pre-K - G3;
• Professional Learning opportunities for teachers;
• Equipment, Software, and Network upgrades.
International School of Kenya, May 2016
4Information and Communication Technology Standards for Students
The ISK Design Cycle is the foundational process used to achieve ICT Standards.
Five interrelated standards that are linked to the ISK Educational Aims guide learning with
ICT:
• Creator and Innovator (CR) (A)
• Investigator and Problem-Solver (L) (S)
• Communicator and Collaborator (C) (S)
• Computational Thinker (L) (S)
• Global Digital citizen (L) (A)
Creator and Innovator
Students use a variety of technologies within a design process to create and innovate. Students:
CR-1: Generate original ideas, designs, processes and solutions;
CR-2: Evaluate and use a variety of devices, software, and online tools;
CR-3: Prototype and present alternative solutions;
CR-4: Implement solutions innovatively across various disciplines.
Investigator and Problem-Solver
Students identify authentic problems, research responsibly, synthesize learning, and develop
possible solutions. Students:
PR-1: Empathize and communicate with various stakeholders
PR-2: Plan and execute focused information/data searches for investigations;
PR-3: Generate, organize, analyze and evaluate validity of research and data;
PR-4: Explain and implement solutions in tasks and challenges.
Communicator and Collaborator
Students use digital tools to broaden their perspectives, increase empathy, and work effectively in
teams. Students:
CC-1: Select, plan, and participate in technology-facilitated communications;
CC-2: Exchange ideas and solve problems in collaborative learning communities;
CC-3: Learn, explain thinking, and/or teach through communications technologies;
CC-4: Participate in collaborative online ventures that create and share group learning.
International School of Kenya, May 2016
5Computational Thinker
Students employ algorithmic thinking to propose and automate solutions to authentic
problems. Students:
CT-1: Break down authentic problems into steps and identify strategies to solve them.
CT-2: Apply fundamental principles and concepts of computer science, including synthesis,
abstraction, logic, algorithms, and data representation;
CT-3: Analyze problems in computational terms, and have repeated experience of designing
and writing computer programs to solve and automate them;
CT-4: Use or create models and simulations to investigate and explain complex systems.
Global Digital Citizen
Students act in ways that are safe, legal, and ethical while learning and working in an interconnected
digital world. Students:
DC-1: Use systems, such as Copyright and Creative Commons, to acknowledge intellectual
property rights for all media and to share own work;
DC-2: Apply personal and digital information security protocols routinely;
DC-3: Create and monitor a personal digital footprint responsibly;
DC-4: Identify the impacts of current and emerging ICT in society.
Integration Planning Technology References
Australian Curriculum, Assessment and Reporting Authority (ACARA) n.d. Information and Communication Technology
(ICT) Capabilities: http://www.australiancurriculum.edu.au/GeneralCapabilities/Pdf/ICT (accessed 7 September 2013)
Gov. UK. Department of Education (2013). National curriculum in England: design and technology programmes of study:
https://www.gov.uk/government/publications/national-curriculum-in- england-design-and-technology-programmes-of-
study/national-curriculum-in-england-design- and-technology-programmes-of-study (accessed 4 October 2013)
International Society for Technology in Education (2007). National Educational Technology Standards (NETS) and
Performance Indicators for Students: https://www.iste.org/standards/standards-for- students (accessed 5 September,
2013)
International Society for Technology in Education (2015-6). National Educational Technology Standards (NETS) DRAFT
UPDATE PROCESS, final product to be unveiled in July 2016.
International School of Kenya, May 2016
6ICT Horizontal Learner Profiles by Standards and Grade Spans
• These Grade Span Level Profiles will be updated when the ISTE student profiles are released in July 2016.
• More detailed skills will be determined for K-2 students so that teachers can better grasp what needs to be reinforced.
Capability by end of Grade 2 Capability by end of Grade 5 Capability by end of Grade 8 Capability by end of Grade 12
Strand (Elements) (LES) (UES) (MS) (HS)
Creator and Innovator Prepare simple plans to find Record ideas, represent thinking Create, reuse, revise and re- Design and create digital
solutions or answers to and plan solutions. purpose digital artifacts for a artifacts or processes for a given
questions. given audience, with attention to audience, with attention to the
trustworthiness, design, and success of serving a client’s
usability. purposes and needs.
Use simulations and graphic Record ideas, represent Undertake creative projects that Produce and publish creative
organizers to explore and depict thinking, and plan solutions. involve selecting and combining works and projects using a
patterns and connections. multiple applications across a range of devices to add value to
range of devices to achieve the world or to achieve new
challenging goals. solutions.
Publish work in a variety of Create or modify digital Create original works as a Create and publish original
ways. solutions, creative outputs or means of personal or group works as a means of personal or
data representation for a expression. group expression.
particular audience or purposes.
Use digital imaging technology
to modify or create work of art to
use in a digital presentation.
Investigator and Problem-Solver Identify, record and classify text Select and apply digital tools to Evaluate, select, and utilize Demonstrate analytical problem-
and graphics to show patterns, collect, organize and analyze information/media sources and solving, design thinking, and
connections, and processes. data to evaluate theories or test digital tools based on the computational thinking in
hypotheses. appropriateness to specific relevant problem-solving
tasks. activities.
Locate information from a given Locate, retrieve or generate Use a range of ICT to analyze Use advanced search tools and
set of digital sources. information using search information in terms of implicit techniques, simulations, and
engines and simple search patterns and structures to plan digital models to locate or
functions. an information search or data generate precise data and
generation needed to solve a information that supports the
problem. development of new
understandings.
Explain the usefulness of Classify and display information Create and use databases and Design, modify and manage
located data or information. in meaningful ways. structures efficiently to organize, complex digital solutions for a
analyze, extract, and represent range of audiences and
data to develop new information. purposes.
International School of Kenya, May 2016
7Communicator and Collaborator Use ICT tools safely to share Safely share, exchange Use collaborative electronic Routinely interact, collaborate,
and exchange information and information and collaborate with authoring tools to explore and publish with peers and
ideas with appropriate other learners with cultural curriculum content and to guide experts, employing a variety of
audiences. sensitivity. inquiry through multicultural digital environments and media
perspectives with other learners formats.
and experts.
Effectively engage with the local Understand that email may be Select and use appropriate ICT Participate in collaborative
and global community. more effective for tools safely to lead groups in online ventures, individually and
communicating with one person, sharing and exchanging in teams, communicating
where a forum may be better to information, and taking part in effectively with multicultural
communicate with a group about online projects with appropriate audiences.
a specific topic. global audiences.
Computational Thinker Break down problems into Generate ideas, develop plans Design, use, and evaluate Design, use, and evaluate
smaller steps. of action, and choose between computational abstractions that computational abstractions that
alternative solutions. model the state and behavior of model the state and behavior of
real-world problems and real-world problems, and
physical systems. document client interactions.
Use the small steps to draw or Independently or collaboratively Use programming languages to Use two or more programming
write instructions on how the create and modify digital design and demonstrate languages, at least one of which
problem can be solved routinely solutions, creative outputs, and solutions to a variety of is textual, to solve a variety of
data representation for particular problems or learning game computational problems.
audiences and purposes. experiences.
Recognize patterns and Analyze problems in Document the use of an iterative Document the use of an
understand basic rules to create computational terms and have design cycle that begins with a innovative design cycle,
and debug simple programs. practical experience in writing thorough investigation of the evaluating and explaining the
computer programs that users’ needs to produce a strengths and weaknesses of
accomplish a task. prototype for testing. alternative designs to meet a
client’s needs.
International School of Kenya, May 2016
8Global Digital Citizen Understand the concept of Independently determine and Understand a range of ways to Independently apply appropriate
intellectual property and apply digital security strategies use technology safely, strategies to protect rights,
recognize when it is important to for protecting digital information. respectfully, responsibly, and identity, privacy and emotional
acknowledge owners. securely, including protecting safety of self and others when
personal online identity and using ICT.
privacy.
Demonstrate safe, ethical, and Recognize and know how to cite Apply practices that comply with Use a range of strategies for
cooperative use of technology. intellectual property in work. legal obligations regarding the securing and protecting
ownership and use of digital information and media, and for
products, resources, and minimizing risks in online
services. environments.
Understand the concept of the Identify, compare and classify Experience current and Manage digital data and
Internet and digital footprints basic ICT systems. emerging ICT systems and learn processes comfortably between
how to manage and move data desktop, mobile, cloud
between them. environments, and other
emerging ICT systems.
Attempt to solve an ICT problem Explore career opportunities and Connect and interact with
independently before seeking technology skill requirements, professionals and peers in
help. especially professions related to online forums to solve
science, technology, technology issues and to
engineering, mathematics, and contribute to solutions.
artistic expression.
International School of Kenya, May 2016
9Implementation Timelines
ICT Program Information
2015-2016 2016-2017 2017-2018 2018-2019
Program Documentation ● Revised ISK Tech ● Update Grade Span learner ● Review all progress in ● Review all documentation
Standards and Benchmarks profiles to align with revised documentation for Tech for Tech Integration;
in New Tech Plan; ISK Standards/benchmarks; Integration; ● Assess Teachers’ Tech
● Developed design cycle and ● Design and begin building ● Assess Teachers’ Tech Toolkit; update and expand
graphic for ISK Teachers’ ToolKit for Toolkit, update the resources;
● Developed possible Technology resources and build expand; ● Plan steps for improvement
strategies for including ● Develop links to exemplars ● Plan steps for improvement and filling gaps discovered
written ICT experiences into for benchmarks/profiles; and filling gaps discovered in previous year’s
unit plans. ● List available software, in previous year’s department reflections;
● Began to collect exemplars apps, and purposes for department reflections; ● Examine exemplars and
of student work. teachers/students; ● Report on uses of Design resources for relevancy with
● Began collating list of ● Design and document Lab and MakerSpaces; plan current best practices.
resources available for Digital Citizenship Program; next steps;
teachers; ● Develop prototypes of ICT ● Examine exemplars and
● Expanded Computational integration or resources for relevancy with
Thinking opportunities, but transdisciplinary unit current best practices, and
need documentation; templates; establish searchable
● Began to publish K-12 ● Teachers document ICT site/database or links;
learners’ tech integration integration in unit plans; ● Document the
experiences ● Develop prototypes and implementation and
● Implemented ePortfolios in implementations of K-12 assessment of Digital
MS. Design and Computational Citizenship across K-12.
Thinking;
● Document use of the Design
Lab and MakerSpaces;
● Introduce Personal Learning
Network articles and
models.
International School of Kenya, May 2016
10Assessment/ Tracking ● Investigated essential skills ● Further develop MS ● Expand successful ICT ● Examine assessment
System assessment guidelines and ePortfolio and evaluate assessment strategies; rubrics and strategies;
practices formats for use; effectiveness as learning ● Revisit ePortfolios as ● Share successful ICT
● Investigated grade span and assessment tool; learning and assessment assessment strategies;
technology assessment ● Explore ePortfolios in tools; ● Prototype methods of
strategies; grades 5 and 9; ● Pilot grade span technology tracking ICT integration in
● Expanded MS Portfolios for ● Prototype grade span assessment rubrics; the classes.
all subjects; technology assessment ● Determine HS requirements ● Implement a reporting
● Explored rubric evaluation rubrics; for ICT graduation; strategy and evaluate.
system; ● Pilot one assessment of ● Explore methods of tracking
student work against an ICT ICT integration.
benchmark and evaluate the ● Get feedback about levels of
results; ICT capability of ISK
● Revisit HS requirements for graduates
ICT and/or how it is ●
assessed.
Materials/Resources Needed ● Adopted Google Sites as ● Make template to adopt ● Time to create a searchable ● Maintenance of site,
ePortfolio system for MS; Google Sites as ePortfolio site/collection of database, and/or
(done) system for Grade 9 benchmarks linked with assessment system/
● Drive Folder for exemplars ● Maintain Moodle as primary sample lessons, and
in which teachers can site for classroom resource exemplars.
submit samples; (done) distribution, assignment ● Time to update the
● Staffing: (done) information, emergency Teachers’ Tech Toolkit
● K-12 Technology closure platform and parent
Integration (TI) information
Coordinator ● Time to design the
● HS ICT Teacher with Teachers’ Tech Toolkit
20% Technology
Integration
International School of Kenya, May 2016
11Elementary School 2015-2016 2016-2017 2017-2018 2018-2019
ES Tech Integration Program ● Introduced 1:1 iPads in ● Extend 1:1 iPads to grade 4 ● Evaluate impact of 1:1 ● Audit of the ES tech
Development grade 5 (in school); (in school); programs on learning; integration program with
● Continued integration with ● Introduce Chromebook cart ● Review the Chromebook emphasis on:
iPad carts in other grades; usage in grade 3; program and effects on ● Digital Citizenship;
● Continued documentation ● Expand coding so that student learning; ● Computational Thinking
and evaluation of tech teachers can integrate it into ● Reflect on current programs and coding;
integrated units; curriculum; and initiate plans to fill gaps; ● Use of Design Cycle;
● Moved the Integration Model ● Investigate assessment of ● Prototype assessment of ● Learning in
one step closer to the computational and coding coding capabilities; MakerSpaces;
classrooms instead of the capabilities; ● Provide alternative tech ● Tech in transdisciplinary
lab through schedule ● Discuss SAMR regularly integration models and learning;
change for 2016-7; with teachers as integration training to use them; ● 1:1 programs;
● Explored purposes of expands; ● Promote lessons that teach ● Shared devices
MakerSpaces and began ● Provide opportunities to how to effectively use the programs;
creating areas by grade follow design cycle in Design Cycle; ● Levels of Integration
level; challenges; ● Evaluate keyboarding ● Reflect on current program
● Initiated Play Doh circuits as ● Implement a keyboarding program and adjust as and initiate plans to change
MakerSpace explorations; plan; needed; or expand;
● Expanded coding lessons ● Build a Digital Citizenship ● Continue documentation and ● Check 2017 K-12 Horizons
with the ICT teacher; program supported by the evaluation of tech integrated report to guide progress;
● Investigated a keyboarding classroom teachers; units; ● Develop goals to reflect
plan. ● Support technology ● Use technology to amplify assessments of programs.
integration by teachers using learning in transdisciplinary
tablets and labs; units;
● Discuss how to assess ● Implement and check
student learning through vertical alignment of ES
tech in units; Digital Citizenship program;
● Develop collaborative ● Expand MakerSpace
activities for students; activities and sharing;
● Reflect on current programs; ● Implement ePortfolios or
● Check ES vertical alignment alternative assessment
of ICT experiences; system;
● Explore adding grade 3 to
in-school iPad program for
2017-2018;
International School of Kenya, May 2016
12Materials / Resources ● Hardware from Tech Plan; ● Tools and materials for ● Tools and materials for ● Tools and materials for
Needed ● Apps and software; MakerSpaces; MakerSpaces; MakerSpaces;
● Time for training, ● Hardware from Tech Plan; ● Hardware from Tech Plan; ● Hardware from Tech Plan
collaborative planning and ● Apps and software. ● Apps and software; ● Apps and software;
assessment; ● Time for training, ● Time for training,
collaborative planning and collaborative planning and
assessment; assessment.
● Budget for possible staffing
change for ES lab to free
tech integrator for classes
Middle School 2015-2016 2016-2017 2017-2018 2018-2019
MS Tech Integration ● Implemented 1:1 take home ● Implement 1:1 take home ● Review effectiveness of 1:1 ● Audit of the MS tech
Program Development iPad program in grades 6-7 iPad program in Grades 6-8; program and suggest integration program with
● Launched ePortfolios for ● Review effectiveness of 1:1 improvements; emphasis on:
grades 6-8 using Google system and suggest ● Continue evaluation and ● Digital Citizenship;
Sites improvements; improvement of the ● Computational Thinking
● ICT Exploratory classes (9 ● Deepen reflective learning ePortfolio system as a and coding;
weeks) through the ePortfolio learning and assessment ● Use of Design Cycle;
● Robotics/Programming Program; tool; ● Learning in Design Lab;
and AppsMaking ● Discuss more equitable ● Expand Teacher Toolbox to ● Tech in transdisciplinary
● (Determined by staffing coding and robotics include ways of evaluating learning;
and supplies; opportunities for all MS levels of tech integration; ● 1:1 programs;
● Discuss other ways to students; ● Evaluate progress within ● Levels of Integration
provide coding classes for ● Design Grade 6-8 Digital Citizenship Program
all MS students (Band and Professional Learning and how it aligns with ES ● Reflect on current program
Choir students receive collaborative with teachers and HS; and initiate plans to change
none). and students; ● Evaluate progress on equity or expand;
Integrated Model: Integrated Model: with MS design thinking and ● Check 2017 K-12 Horizons
● Provide internal and ● Amplify learning in subject coding opportunities; report to guide progress;
external collaborative areas with rich learning ● Facilitate the use of the ● Develop goals to reflect
problem-solving activities for experiences through Design Lab by MS; assessments of programs.
students; technology; ● Implement Grade 6-8
● Infuse all subject areas with ● Design Digital Citizenship Professional Learning
rich learning experiences program and begin collaborative with teachers
with technology; implementing integration and students;
International School of Kenya, May 2016
13● Vertically align ICT; into classes; Integrated Model:
● Involve parents in the ICT ● Increase use of the co- ● Emphasize and support Co-
initiatives and experiences. teaching model; teaching;
Enhanced MS ICT ● Check school-wide vertical ● Design a shared system for
● Investigate possibility of alignment of ICT teachers and students to
scheduled MS design and experiences; showcase tech integration;
programming classes. ● Design Grade 6-8 ● Provide internal and
Professional Learning external collaborative
collaborative with teachers problem-solving
and students; opportunities;
● Involve parents in the ICT ● Check school-wide vertical
initiatives and experiences. alignment of ICT
Enhanced MS ICT experiences;
● Investigate possibility of ● Involve parents in the ICT
scheduled design and initiatives and experiences.
programming electives for
MS;
MS Materials / Resources ● System for storing iPad ● Possible staffing for ● Training for Supervision of ● Software / Apps;
Needed work of students (Google supervision of Design Lab; Design Lab; ● Equipment in Tech Plan
Drive); ● Software / Apps; ● Software / Apps;
● Software suggestions; ● Equipment in Tech Plan ● Equipment in Tech Plan
● Time for collaborative ● Time for collaborative ● Time for collaborative
planning and assessment; planning, co-teaching and planning, co-teaching and
assessment; assessment;
● Resources to expand use of ● Resources to expand use of
Design Lab. Design Lab.
●
International School of Kenya, May 2016
14High School 2015-2016 2016-2017 2017-2018 2018-2019
HS Tech Integration ● Monitor implementation of ● With HS Principal, HOD and ● Evaluate progress and set ● Audit of the HS tech
Program Development BYOD program; Director of Learning, goals and expectations for integration program and ICT
● Investigate offering more develop method for ICT tech integration; course offerings with
courses involving design including ICT integration ● Implement Digital emphasis on:
and computer science in documentation in units. Citizenship program in ● Digital Citizenship;
electives for HS; ● Monitor and adjust BYOD grades 9 and 10; ● Computational Thinking
● Document ICT integration in program; ● Evaluate grade 9 portfolios and programming;
unit plans; ● Design integrated Digital and possibly extend to ● Use of Design Cycle;
● Develop use of Design Lab Citizenship; grade 10; ● Learning in Design Lab;
for HS. ● Examine vertical alignment ● Support ICT tech integration ● Tech in transdisciplinary
of courses involving design in AIMS based learning;
and computer science in transdisciplinary units; ● 1:1 program;
electives for HS; ● Facilitate use of the Design ● Vertically articulated
● Support and document ICT lab and Multimedia room for STEM course offerings;
integration in unit plans; teachers and their classes; ● Levels of Integration
● Explore current use of ● Reflect on HS ICT courses ● Reflect on current program
Design Lab; and make proposals as and initiate plans to change
● Reflect on HS ICT courses needed. or expand;
and make proposals as ● Check 2017 K-12 Horizons
needed. report to guide progress;
● Develop goals to reflect
assessments of programs.
HS Materials / Resources ● Began collecting our own ● Resources to support ● Resources to support ● Resources to support
Needed tools and other resources Design Lab and Multimedia Design Lab and Multimedia Design Lab and Multimedia
for Design Lab room learning; room learning; room learning;
● Resources (software, online ● Resources (software, online ● Resources (software, online ● Resources (software, online
resources, & texts) for 2016- resources, & texts) for 2017- resources, & texts) for 2018- resources, & texts) for 2019-
17 courses; 18 courses; 19 courses. 20 courses.
● Technology Integration ● Technology Integration ● Full Time HS Tech
Coordinator will assist with Coordinator will assist with Integrator.
HS ICT integration. HS ICT integration
● Possible full time HS Tech
Integrator in future.
International School of Kenya, May 2016
15Co Curricular Options ES: ES: ES: ES:
● iPad photography; ● Learning with Minecraft in ● Previous year’s offerings ● Previous year’s offerings
● Programming (Scratch). Education reviewed and new to be reviewed and new to be
determined by ES. determined by ES.
MS: MS:
● Robotics ● STEM related activities MS: MS:
● Programming; ● Collaborative Robotics ● STEM ● STEM
● Explorations with circuits ● Programming ● Robotics ● Robotics
and science ● MS Botball Team ● Programming ● Programming
HS: HS: HS: HS:
● Engineering Club ● STEM is now allowed as an ● Robotics-Botball ● Robotics-Botball
● Math Club after-school activity.
Materials / Resources ES: ● Funding for supplies to develop ● Funding for supplies to ● Funding for supplies to
Needed ● iPad applications rich tech co-curricular develop rich tech co- develop rich tech co-
MS: experiences. curricular experiences. curricular experiences.
● Supplementary sets for
robotics.
Integration Training / All: All: All: All:
Professional Learning (PL) ● Introduced Design ● Model the power of PLN’s to ● Further development of ● Sharing and development of
Thinking and faculty and work with them to Faculty PLN’s; student and teachers’ PLNs
Computational Thinking; help identify their needs and ● Expanded training using ● Assess needs for
● Sharing ISK- based possible resources; the Tech Toolbox for Professional Learning
professional expertise; ● Introduce the prototype of the Teachers; opportunities;
● Continue sharing of and Technology Toolbox for ● Continued support for ● Continued support for
training for 1:1 best Teachers; effective use of Hapara effective use of Hapara or
practices; ● Provide Design Thinking, or Classroom; Classroom
● Collect and reflect on Computational Thinking and ● Provide Design Thinking,
teaching exemplars; Project Based Learning PL Computational Thinking
opportunities; and Project Based
● Support the use of MakerSpaces Learning PL
with ideas and simple materials; opportunities;
● Demonstrate basic and special ● Assess needs for
uses of Hapara, including Professional Learning
Workspaces; opportunities;
● Share ISK-based professional
expertise;
● Provide training for 1:1 best
International School of Kenya, May 2016
16practices;
Materials/ Resources ● Devices in hands of all ● Devices in hands of all teachers ● Some scheduled time so ● Some scheduled time so
Needed teachers in programs; in programs; that teachers see we that teachers see we
● Online platform for sharing ● Need funding for the providing the time and providing the time and we
teaching and learning MakerSpaces activities; we can make progress. can make progress.
technology resources ● Some scheduled time so that ● Hapara subscription, if
(Began using Google teachers see we providing the we are still using it
Drive) time and we can make progress.
● Online Learning PL ● Funding for External Source of
Subscription not well Technology Professional
utilized and has been Learning;
discontinued for 16-17; ● Online platform for sharing ICT
teaching and learning resources.
Technology Plan Timeline
2016-2017 2017-2018 2018-2019
School-wide Equipment and ● Improve Network Management and ● Improve WIFI coverage and bandwidth ● Improve WIFI coverage and bandwidth
Infrastructure expand WIFI coverage and bandwidth to the ES areas to all areas not yet complete
to the MS and HS areas ● Upgrade node switches ● Upgrade node switches
● Upgrade Data Center switches ● Evaluate and weed/upgrade servers as ● Evaluate and weed/upgrade servers as
● Test and Install Radius Server needed needed
● Expand Design Lab ● Continue Classroom/MPR minimum ● Continue Classroom/MPR minimum
● Continue Classroom/MPR minimum tech equipment (mounting tech equipment (mounting
tech equipment (mounting projectors/speakers) projectors/speakers)
projectors/speakers) ● Another Chromebook Cart added to ● Equipment is added in Design lab to
● Grade 8 iPads (MS 1to1 Completed) Upper ES support integration of the Design Model
● iPad to 1 to 1 for Grade 4 ● 3-D Printer for Design Lab ● Scheduled Equipment Replacement
● Two Chromebook Carts added one to ● Rewire Arts Centre
Library and one to Upper ES ● Equip and support two camera live
● Phase I of Design Lab resources streaming of events
supported by the Annual Fund ● Scheduled Equipment Replacement
● Equip and support one camera live
streaming of events
● Scheduled Equipment Replacement
International School of Kenya, May 2016
17School-wide Technology ● SYSAdmin ● Possible Design Lab Technician ● No Change
support ● 2 Technicians Level 1- (Systems, ISK
Database Management and Servers)
● 3 Technicians Level 2 – Support, iPad
Management)
● 2 AV Technicians – Events, Classroom
Peripherals, Multimedia
School-wide Support for ● iPad initiative continued training and ● Increase access to devices for ●
Integration support for MS elementary;
● 1 to 1 Teacher training continued in HS ●
● Focused training on Google Apps and
Technology Integration Pedagogy
School-wide Instructional Same as 14-15 Consider Change in Position New Position
Staffing ● Whole School Director of Technology ● ES ICT Lab Teaching Assistant ● Technology Integration Specialist at HS
● Whole School Instructional Technology increased role
Coordinator
● ES ICT Teacher Specialist with TA
● MS Integration Specialist
● HS ICT Teacher, also online course
supervisor-80%, TI-20%
● Part time IB Certified, IT Teacher
School-wide technology ● Whole School Software Licensing ● Whole School Software Licensing ● Whole School Software Licensing
software and resources renewals renewals renewals
● Classroom / Department Resources ● Classroom / Department Resources ● Classroom / Department Resources
(software, online resources, & texts) as (software, online resources, & texts) as (software, online resources, & texts) as
per Classroom / Departmental Budgets per Classroom / Departmental Budgets per Classroom / Departmental Budgets
● iPad Apps support for whole school ● iPad Apps support for whole school ● iPad Apps support for whole school
● Resources to support Design Lab ● Resources to support Design Lab
learning learning
International School of Kenya, May 2016
18Design Lab Initiative ● Design Lab (Multidisciplinary Planning), ● Design Lab Phase 2: Making this a true ● Design Lab Phase 3: Evaluation of how
Phase 1: Designing and equipping the shared learning space. Answering the Design Lab is being used for learning.
space. Answering the key questions key questions below:
below: ○ How will lab reservations be handled
○ How will this space be used? for teachers to use with classes?
○ Where will items be stored? ○ How will large groups of students be
○ How will tools be secured? trained with specific tools?
○ What are the rules? ○ Is MS making effective use of the
space?
○ Are students using the rooms
meaningfully?
○ What other equipment is required?
○ Should the wall between the HS and
the Design Lab should also be
opened.
Library ● Charging Stations for Students ● Assess Technology Needs as 1 to 1 ● Assess Technology Needs as 1 to 1
● Additional Chromebook Cart (above as Programs are Implemented Programs are Implemented
well)
● Power Stabilization and battery backup
for ES Area
Training / Professional ● Support faculty to move from a “PD me” ● Continue support of faculty in moving ● Support faculty’s “Personal Learning
Learning model to a “Personal Learning Network” from a “PD me” model to a “Personal Network” model
model Learning Network” model ● Sharing ISK-based professional
● Design Thinking, Computational ● Design Thinking, Computational expertise during IMPACT.
Thinking and Project Based Learning Thinking and Project Based Learning ● Grade 6-8 PL collaborative with
PD; HS PD for Best Practices Pedagogy PD; teachers and students
with 1:1 ● Model for sharing ISK-based ● HS 1 to 1 Continued collaboration and
● Hapara Training professional expertise during IMPACT; training
● Yearly Recurring Training ● Collecting and reflecting on teaching ● New Staff training
● New Staff training exemplars. ● 1 to 1 Teaching Strategies
● Pursue GAFE East Africa conference ● HS 1 to 1 Continued collaboration and ● On-line PL implementation and support
● Join ISTE as a school training
● Training in new PowerSchool
GradeBook
● SIS Administration training
● Advanced Moodle Skills
● Google Apps course offered to staff
● Map Training
International School of Kenya, May 2016
19Tech Plan Estimated Budget Summary
2016-2017 2017-2018 2018-2019
Human Resources Instructional Staff (same as 15-16) ● Design Lab Technician Change in Position Instructional
● Director of Technology ES ICT Lab Teaching Assistant increased
● Educational Technology Coordinator role
● ES ICT Teacher/ Specialist with TA *Note: This would be converting a TA
● MS Integration Specialist position to teaching position
● HS ICT Teacher and online learning
● HS Part-time IB Certified IT Teacher New Position Instructional
● Support Staff Technology Integration Specialist at HS
○ Network Systems Manager
○ 2 Technicians Level 1- (Systems,
ISK Database Management and
Servers)
○ 3 Technicians Level 2 – Support,
iPad Management)
○ 2 AV Technicians – Events,
Peripherals, Multimedia
Operational Summary ● Communications (Internet) ● Communications (Internet) ● Communications (Internet)
● Licenses and Software ● Licenses and Software ● Licenses and Software
● Spares/ Tools ● Spares/ Tools ● Spares/ Tools
● Consumables ● Consumables ● Consumables
● Freight ● Freight ● Freight
● Maintenance ● Maintenance ● Maintenance
Operational Costs $346,000 $360,000 $374,000
Capital ● Computer equipment ● Computer equipment ● Computer equipment
● Network upgrades ● Network upgrades ● Network upgrades
● Classroom technology ● Server upgrades ● Server upgrades
● Classroom technology ● Classroom technology
Capital Costs $275,000 $270,000 $269,000
International School of Kenya, May 2016
20Additional Documentation
ISK One to One Program
Vision
A 1-to-1 program is an essential element for success of our technology visions of how students learn
in the 21st century. The ability for our students to have increased access to information, social
interaction and the ability to create and share digital content exponentially increases in a 1-to-1
environment.
Essential Steps/Guidelines
• Develop teacher training (Work with the Tech Integration and Professional Learning
Committees and the Director of Teaching and Learning;
• Secure administrative support and build leadership;
• Communicate with parents, students and staff;
• Assess and improve infrastructure
• Develop support systems both online and human
• Assess current and develop new tech related policies, protocols and agreements
The High School Device
The ISK technology committee has recommended the adoption of the MacBook Pro or MacBook Air
as the recommended model for our HS 1-to-1 program. Basis for this decision is as follows:
Rationale:
• ISK is a “Mac” school.
• Tech support is already trained in supporting Macs.
• Teachers all are issued MacBooks and are familiar with the operating system and
applications.
• A uniform device will facilitate ease in planning lessons and supporting students during class.
Requirements and procedures for student laptop:
• A minimal required package of software will be required.
• Families will purchase devices, giving the students an added incentive to be responsible and
accountable for their laptop.
• Provisions will be put in place for students transferring in during the school year, such that we
will have some loaners available or a student may use a PC computer while a Mac is
sourced.
• During school hours and whenever connected to the ISK network students will be required to
adhere to the all ISK related student policies and the ISK Responsible Use Agreement.
Required Software:
• MS Office (we are transitioning to Google Apps, but MS Office is still required for certain
courses)
• Standard package that comes with MacBook
• Adobe reader
• Safari, Firefox and Chrome Browsers
• Java
• Adobe Flash
• Additional software may be required for specific courses
The MS & ES Device
Rationale
The ISK Technology Integration Specialists have recommend iPads as the 1-to-1 device. iPads are
an ideal tool for ES and MS students to be creative. iPads are easy for students to manage, they
have a built in camera for video and still, microphone and tools that allow for rapid remixing. iPads
also allow the user to freehand draw, print / write directly into applications. They are compact durable
International School of Kenya, May 2016 21and have longer battery life. iPad apps also offer a wide variety of educational software suitable to MS and ES levels. Device Ownership ISK will provide iPads and a suite of educational apps to ES and MS students. Software (Apps) A complete list of current Apps can found in the software section of this document. References and Supporting Resources Steps to Successful Implementation Five Steps for Successful Implementation (Edutopia) Working Digitally 1 to 1 Laptop Program Research (Maine Learning Technology Initiative) Lessons from Maine LTI Program International School of Kenya, May 2016 22
Library Planning Summary
Definition of the Library Spaces:
For the purpose of this document, the Library is considered those spaces which the librarians are
currently responsible for supervising and maintaining: the main space (Secondary Library), the
Group Study rooms, the Library Lab, the ES Library and Picture Book Room, the Library Office and
Workroom.
Current Hardware Status (also included in full hardware summary):
• Library software: Alexandria
• Desktop Computers: iMacs
• 2 Circulation desk computers
• 16 ES student computers in the Lobby:
• 6 MS Student Computers in the Lobby:
• 10 HS Student Computers in the Lobby:
• 21 Library Lab computers:
• Laptops:
• 20 Laptops (in cart) MacBook Pro
• 5 iPads for Alexandria access
• 2 Librarians MacBook Pro
• 89 Kindles
• Printers (4)
• “ES Printer” at ES Circulation desk [HP LaserJet P2015dn]
• “Library Printer” at Main Circulation Desk [Ecosys-FS-6525MFP-Kyocera]
• “Commons B & W in library lab - HP LaserJet 9050
• Commons Color - HP Color LaserJet 4700 at the Library Lab
• Scanners (1 in library lab)
• Headphones [14]
• Speakers [2 sets]
• 3 Projectors (ES, Reference, and Library Lab)
International School of Kenya, May 2016 23Technology Use Forms and Agreements All forms and agreements for staff and students are available online at the ISK Website. Links to these agreements are provided below. Staff Agreements and Forms Responsible Use Agreement Admin Rights to Assigned Computer ISK Code of Ethics Social Media Guideline Equipment Checkout Summer use of Laptop Wireless Access for Personal Devices Student Agreements and Forms Student and Parent iPad Agreement Responsible Use Agreement Wireless Access For Personal Devices IT Staff Agreements and Forms System Administrator Acceptable Use Technicians Acceptable Use Confidentiality Protocol International School of Kenya, May 2016 24
Planned Classroom Standard Tech Equipment
Classrooms Standard
• LCD projector – ceiling mounted, power required in ceiling. Each projector must have ports
for HDMI, VGA, S-video/Component Video, and PS2. VGA cord is required from ceiling
mounted location to computer position.
• Projection Screen
• Document Camera
• Speakers - currently desktop speakers but moving to wall mounted stereo speakers
appropriate for the classroom environment
• Computer or Laptop
• Wireless Access (Campus Wide)
• Convenient Access to a Printer – one network printer within each pod/block of classrooms
• Ability to Control and Annotate Projected Desktop (This may be done through Smartboard,
Apple TV, AirServer software, iPad app or other emerging technologies. Three year phased
implementation)
• Multiple Connection Points (in classrooms)
Current Software
School-Wide
Adobe Burn Launchpad
Adobe Acrobat 9 Pro Calculator Mail
Adobe Bridge CS5 Calendar Maps
Adobe Device Central CS5 Chess Messages
Adobe Dreamweaver CS5 Contacts Microsoft Office 2011
Adobe Extension Manager CS5 Google Drive Paragon NTFS for Mac OS X
Adobe Fireworks CS5 Google Chrome Numbers
Adobe Flash Catalyst CS5 GarageBand Notes
Adobe Flash CS5 iBooks Pages
Adobe Illustrator CS5 iDVD Photo Booth
Adobe InDesign CS5 iMovie Preview
Adobe Media Encoder CS5 Image Capture Safari
Adobe Photoshop CS5 iPhoto Time Machine
Adobe Reader iTunes TextEdit
Audacity Keynote VLC
Automator QuickTime Player
ICT Labs Additional Software Installed
ES Lab MS Lab HS Lab
Algodoo Algodoo Algodoo
Animation-ish Classroom Anime Studio Debut (10 Animation-ish Classroom
Edition licenses) Edition
Aperture Aperture Anime Studio Debut
AudioScore Lite AppInventor Aperture
Autodesk AudioScore Lite AppInventor
Canon Utilities Autodesk AudioScore Lite
Comic Life 2 BryteWaveK12 Autodesk
Canon Utilities Blender
Dashboard
ChemAxon
Dictionary BlenderPlayer
Comic Life 2
Dropbox BryteWaveK12
Dashboard
DVD Player Dictionary Canon Utilities
Epson Software Dropbox ChemAxon
Evernote DVD Player Comic Life 2
FaceTime Epson Software Dictionary
FileMaker Pro 11 EV3 Curriculum Dropbox
Firefox EV3 Education (Updated) DVD Player
International School of Kenya, May 2016 25Flv Crunch Evernote Epson Software
Font Book FaceTime EV3Curriculum
Game Center FileMaker Pro 11 EV3 Education (Updated)
GCompris Firefox Evernote
Gimp Flip Player FaceTime
Google Earth Flip4Mac FileMaker Pro 11
Google SketchUp 8 Flv Crunch Final Cut Pro
GSP5 Font Book Firefox
GCompris Flip Player
HandBrake
Gimp
Hewlett-Packard Flip4Mac
Google Earth
iBooks Author Flv Crunch
Google SketchUp 8
Inspiration 9 IE GSP5 Font Book
Internet Everywhere HandBrake Game Center
3G+ Hewlett-Packard GameSalad
Kid Pix Deluxe 3D iBooks Author GCompris
Kidspiration 3 IE Inspiration 9 IE Gimp
Paintbrush Internet Everywhere Google Earth
PCClient Internet Everywhere 3G+ Google SketchUp 8
Photos Introduction to Programming Greenfoot 2.4.2
PhotoScore Lite Jing Greenfoot 2.4.2 2
Prezi Kidspiration 3 IE GSP5
Reminders Kindle HandBrake
Scratch 2 LEGO MINDSTORMS Hewlett-Packard
SketchUp 2014 Education EV3 Updated iBooks Author
Skype OpenOffice Inspiration 9 IE
Paintbrush Internet Everywhere
SMART Technologies
PCClient Internet Everywhere 3G+
Stickies
Photos
Sunburst iStopMotion Pro (Mac App
PhotoScore Lite
TextWrangler Store)
Preview
Time Machine iStopMotion Pro (Mac App
ProScope HR
Timeline 3D Scratch 1.4 Store) 2
TIPP10 Scratch 2 iTunes
Tux Paint Screencast-O-Matic 2 Jing
Uninstall Internet Everywhere SketchUp 2015 Kidspiration 3 IE
3G+ SketchUpViewer Kindle
UnRarX Skype KISS
Xcode Stickies LEGO MINDSTORMS
TextWrangler Education EV3
Timeline 3D OpenOffice
Tux Paint Paintbrush
UnRarX PCClient
Xcode Photos
PhotoScore Lite
ProScope HR
Reminders
Scratch 2
SingleFramer folder
SketchUp 2015
SketchUpViewer
Skype
Stickies
TextWrangler
Timeline 3D
Tux Paint
Unity 2
UnRarX
Wine
WineBottler
Xcode
International School of Kenya, May 2016 26Library Lab
Algodoo FileMaker Pro 11 OpenOffice
Animation-ish Classroom Firefox Paintbrush
Edition Flip Player PCClient
Anime Studio Flip4Mac Photo Booth
Debut Flv Crunch PhotoScore Lite
Aperture Font Book ProScope HR
AppInventor GCompris Reminders
AudioScore Lite Gimp Scratch 2
Autodesk Google Earth Screencast-O-Matic 2
Automator Google SketchUp 8
SketchUp 2015
BryteWaveK12 GSP5
SketchUpViewer
Burn HandBrake
iBooks Author Skype
Canon Utilities Stickies
ChemAxon Image Capture
Inspiration 9 IE TextWrangler
Chess
Internet Everywhere 3G+ Time Machine
Comic Life 2
Internet Everywhere Timeline 3D
Dropbox
DVD Player Jing Tux Paint
Epson Software Kidspiration 3 IE UnRarX
Evernote Kindle VLC
FaceTime LEGO MINDSTORMS Xcode
Education EV3
Library Cart
Algodoo FaceTime LEGO MINDSTORMS
Animation-ish Classroom FileMaker Pro 11 Education EV3 OpenOffice
Edition Firefox Paintbrush
Anime Studio Flip Player PCClient
Debut Flip4Mac Photo Booth
AppInventor Flv Crunch PhotoScore Lite
AudioScore Lite Font Book ProScope HR
Autodesk GCompris Scratch 2
Gimp Screencast-O-Matic 2
Automator
Google Earth SketchUp 2015
BryteWaveK12
Google SketchUp 8
Burn SketchUpViewer
GSP5
Canon Utilities Skype
HandBrake
ChemAxon Hewlett-Packard Stickies
Chess iBooks Author TextWrangler
Comic Life 2 Inspiration 9 Timeline 3D
Dictionary Internet Everywhere 3G+ Tux Paint
Dropbox Internet Everywhere UnRarX
Xcode Jing
DVD Player Kidspiration 3 IE
Epson Software Kindle
Evernote
International School of Kenya, May 2016 27Design LAB
Algodoo FileMaker Pro 11 Kidspiration 3 IE
Animation-ish Classroom Final Cut Pro Kindle
Edition Firefox LEGO MINDSTORMS
Anime Studio Debut Flip Player Education EV3
Aperture Flip4Mac LEGO MINDSTORMS EV3
AppInventor Flv Crunch Curriculum
AudioScore Lite Font Book OpenOffice
Autodesk GameSalad Paintbrush
Automator GarageBand
PCClient
GCompris
Blender Photo Booth
Gimp
BlenderPlayer Photos
Google Earth
BryteWaveK12 Google SketchUp 8 PhotoScore Lite
Burn Greenfoot 2.4.2 ProScope HR
Canon Utilities GSP5 Scratch 2
ChemAxon HandBrake SketchUp 2015
Comic Life 2 Hewlett-Packard SketchUpViewer
KISS iBooks Author Skype
Launchpad Image Capture Stickies
Dictionary Inspiration 9 IE TextWrangler
Dropbox Internet Everywhere Timeline 3D
DVD Player Internet Everywhere 3G+ Tux Paint
Epson Software iStopMotion Pro (Mac App Unity
Evernote Store) UnRarX
FaceTime Jing Xcode
Subscriptions/Licensing
Tech Office School-Wide SSS (managed through SSS
Netgear WC Lic. (150 AP) Turnitin Moodle Department)
Ruckus SmartZone (74 AP) BrainPop ESL
Web Helpdesk HS Headsprouts
Paragon NTFS for Mac OS X Naviance Spelling City
PaperCut RazKids Reading A to Z
Finalsite Web Hosting
PowerSchool
Library MS
Alexandria IXL
NoodleTools Liguascope Spanish/French
BrainPop
International School of Kenya, May 2016 28iPad Apps Available
MS iPad Apps
123D Design for Cargo-Bot Classroom Green Screen Scanner Pro
Education Chrome CoachNote GuitarTuna Science360
123D Sculpt Dictionary Human Rights Sheets SketchBookX
Adobe Acrobat Digital Compass iMovie Slides
Ancient Egypt Anatomy 4D Docs Moodle Mobile Socrative
Ancient Egypt Drive Multiplication NASA Stop Motion
BaiBoard HD Balance Dropbox Duolingo NASA Viz Thinking Blocks
It Ess. Skeleton Explain Notability Fractions
Bit Breaker Everything Nova Elements Thinking Blocks
Book Creator Flashcards NumberLine Multiplication
BrainPOP GarageBand Numbers Thinking Blocks
Brushes Geoboard Pattern Shapes Ratios
BryteWave K-12 Gmail ParallelBulbs popplet TinkerBox
Calculator HD Google Puffin Academy Vision ME
Cardiio Google Photos Pyonkee
ES iPad Apps
Academy Adobe Human Rights Phonics Genius SprintTimer
Acrobat iMovie It!Dictionary Photo Splash Stop Motion
Bitstrips BrainPOP iWriteWords Pic Collage Starfall Learn to Read
BrainPOP Jr. Kakooma Pick-a-Path Sumdog
Brushes BryteWave Keynote Plickers Sworkit Kids
K-12 Khan Academy Preschool & Team Shake
Chicktionary Classify Kids A-Z Kindergarten Technique
Color Pencil Crayon Kid Weather popplet The PE Geek
Chrome King of Math Puffin Academy The Rock Cycle
Digital Passport Kiosk Pro Lite PuppetPals HD Thinking Blocks
Dropbox Kodable Pyonkee Addition
Dungeon Run Explain Little Writer - App for Raneferef's Hall Thinking Blocks
Everything Flashcards Kids Researcher Fractions
GarageBand Mad Libs Remix Thinking Blocks
Geoboard Monster Math Moodle Scanner Pro Multiplication
GeoGebra GuessWho Mobile Science360 Thinking Blocks
Gmail My Story ScratchJr SerialBulbs Ratios
GodsOfEgypt NASA Sheets Three Ring
Google Docs NASA Viz Simple Circuits TinkerBox
Google Drive Nova Elements Simplex Light Toontastic
Google Photos Night Sky SketchBookX ToonCamera
Grade 1 Math NumberLine SketchExplorer Tracker
Grade 2 Math OhNoFractions Skybrary Transfer
Greece Pages Slides Tynker
Green Screen SloPro Video Delay
Pattern Shapes
Hopscotch SlowMo Video Tagger Words-
ParallelBulbsLite
Human Rights i-nigma Socrative with-monsters
International School of Kenya, May 2016 29Current Hardware Summary
All Classrooms
Projector, Document Camera, Speakers, Computer or Laptop
Commons Level 0
• 5 Computer Labs with Projectors
• 32 Computers in General Area
• 5 OPAC Stations (iPads)
• 2 Projectors in Common Area
• Laptop Cart (20 units)
• Kindles - Inventory by Library
iPads
• ES, ES-SSS and ES Teachers - 190 (310 total for 2016-17)
• HS - 6
• MS -182 (282 total for 2016-17)
• Library OPAC Points - 5
• Check Out - 2
• Storage / replacement 25 units
Laptop Carts
• ES Cart - 19 units
• ES Chromebook Cart for 2016-17 - 22 units
• MS Humanitarians Cart - 22 units
• MS Science Cart - 25 units
• HS Science (currently used as Loaning Cart) - 12 Units
• Library Cart - 20 units
• Library Chromebook Cart for 2016-17 - 22 units
Laptops
• Student Use – 98 MacBook’s,
• Staff Assigned - 136 MacBook’s,
Desktop iMacs
• Student Use, in labs and common areas 167
• Staff Assigned 73
Mac Minis
• Support Staff - 4
Servers
• Mount racked- 8
Printer and Copiers
• Networked Printers - 36 (B/W - 31, Color - 05)
• Networked Copier/Printer (Leased) - 14 (B/W - 12, Color - 02)
• Small Office Printers - 9 (B/W - 9, Color - 0)
Digital Cameras Recorders
• Digital Cameras - 30
• Video Cameras - 3
• Audio Recorders – 12
• Document Cameras - 65
• LCD Projectors - 110
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