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Certification and Staffing of Instructional Technology Specialists In Georgia January 2012. ITS Certified. Now what?????. Current State.

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Certification and Staffing of Instructional Technology Specialists

In Georgia

January 2012

its certified
ITS Certified

Now what?????

current state
Current State
  • The 2003 Georgia Technology Plan reported that since 1994 the GaDOE provides districts with one teacher base salary for every 1,100 Full Time Equivalent (FTE) to hire educational technology staff (GaDOE, 2003)
  • This support is listed under Technical Support as opposed to instructional support
  • Mention of funding for technology support was removed from the 2007-2012 plan
current state1
Current State
  • 1,500.9 tech. specialists funded

(GaDOE FY 12 QBE Earnings Sheet)

  • "Instructional technology specialists: QBE generates $65 million for earned positions – one per 1,100 FTEs.”

(Ga DOE Issue Paper: Textbooks and Classroom Technology, 201)

current state2
Current State

Direct Instructional Costs – Technical Specialist

  • T-4 Minimum Salary $33,288.35
  • Retirement = $33,288.35 x 9.28% = 3,089.16
  • Health insurance = $33,288.35 x 18.5340% = 6,169.66
  • Medicare = $33,288.35 x 1.45% = 482.68
  • Total instructional salary and benefits = $43,029.85
  • Base salary funding Per FTE = $43,029.85/1,100 FTE = $39.12

(GaDOE, Financial mgt. for local units of administration, 1991)

it defined
IT Defined
  • The AECT defines instructional technology as "the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning" (AECT, 1994).
proposed changes
Proposed Changes
  • Change the inexplicit 'technology specialist' terminology in the QBE formula to instructional technology specialist
  • Use the Media Specialist Staffing formula prescribed in DOE Rule 160-5-1- .22 Personnel, as the model for ITS
    • Guarantees school based instructional technology support for every school in the state
proposed changes to rule 160 5 1 22
Proposed Changes to Rule 160-5-1- .22
  • Each school shall have an Instructional Technology Specialist staffed in accordance with Rule 160-5-1- .22 Personnel
  • 10. A school system shall employ school counselors ; instructional technology specialists ; and art, music, and physical education specialists equivalent to the number of whole positions earned as reflected on the school system's midterm adjustment allotment sheet
  • A school system shall employ a full-time Instructional Technology Specialist for each base-size or larger school
  • (i) A school system shall provide no less than half-time services of an Instructional Technology Specialist for each school less than base size
why change
Why Change?
  • In a survey conducted by the GaDOE, reported in the State of Georgia P-12 Technology Plan,technology leaders were asked to select the greatest challenge to reaching higher levels of technology integration in their school system
  • Lack of building level instructional technology support staff to assist teachers with integration, was reported by 13% of respondents
  • When asked to select strategies that would help their school district achieve higher levels of technology supported instructional practices, 74% responded that adding additional instructional technology facilitators to help staff would increase instructional technology use in schools
why change1
Why Change?
  • Low teacher perception of support and inadequate professional development, negatively impact technology integration (O’Dwyer et al., 2004)
  • Dexter, Ronkvist, and Anderson (2002) found in a national survey that quality support entails individual one-on-one assistance, extensive participation in professional development that focuses on instruction and technology integration
why change2
Why Change?
  • In a nationwide survey of teachers 62% o reported that ‘not enough’ or ‘barely enough’ technology support personnel are available, and 64% reported not enough time available from technology support personnel to deliver technology professional development (Abbott, 2003)
  • Instructional technology specialists can serve as change agents supporting curriculum and pedagogy renewal (Chamberlin and Scott, 2004)
  • Instructional technology specialists are essential in providing both support and pressure for change (Dexter, Seashore, and Anderson, 2003)