More Information About FCPSOn
FCPSOn increases equitable access to technology and instructional practices that lead to personalized, meaningful learning experiences which provide opportunities for deeper understanding and development of Portrait of a Graduate attributes.
Rationale for FCPSOn
- Students' lives have changed considerably in how they live, communicate, work, and interact within a globally connected world. Students need both content and skills outlined in the Portrait of a Graduate in order to be successful in the workforce of the future. FCPSOn can support the development of both content knowledge and Portrait of a Graduate skills.
- FCPSOn increases equitable access to technology and to instructional practices that lead to personalized, meaningful learning experiences. This allows students opportunities for deeper understanding of content and the skills needed by the Portrait of a Graduate.
- FCPSOn will support teachers as they create learner-centered environments that help students learn concepts in meaningful experiences. The technology not only facilitates learning, it also frees time to focus attention in places that makes teaching and learning more rewarding.
FCPSOn in Practice
FCPSOn affords teachers greater flexibility in planning to meet the learning needs of students. The technology component of FCPSOn will help teachers to provide meaningful learning experiences to all students. Teachers also have a number of instructional strategies and tools to draw from in planning to meet the needs of students. When teachers plan, they consider which tools will best support student learning. Sometimes computers are the best option. At other times traditional tools work best, such as paper, pencils, and Post-It notes. In working to develop the skills outlined in the Portrait of a Graduate, teachers will also consider whether students should work collaboratively or independently, or whether they should be given the option based on their preference.
As schools adopt FCPSOn, students will be able to work on school assignments anywhere, anytime. The FCPSOn implementation approach includes strategies to provide equal access to devices and the internet for all students. Read more about access to technology.
The following will be observed as FCPSOn is implemented:
- Teachers are essential to quality learning. Devices are not meant to take the place of a good teacher and good instruction.
- Students are not expected to use devices all day for every learning experience.
- Students have access to devices throughout the day and at home as needed.
- The expectation is that laptops will not be used all day, in all classes, for entire class periods.
FCPSOn affords many types of learning experiences. The following list outlines some of the learning experiences that students may encounter as FCPSOn is implemented:
- Accessing contemporary digital tools to explore and exchange ideas such as using video and audio capabilities to support learning, create content, and share ideas
- Creating original works, collaborate with peers and teachers, peer edit, and give and receive feedback using Google Apps for Education
- Accessing digital content and student resources such as Online Textbooks, FCPS 24-7 Learning, and eCART
- Researching FCPS approved online research databases
- Communicating through FCPS 24/7 blogs, fcpsschools.net email, and recorded presentations
- Collaborating with peers and experts in the field on authentic projects and real world problems to create new and innovative solutions and ideas
- Supporting planning and reflection of student-created goals and teacher-directed learning outcomes
FCPS 24-7 Learning (Blackboard) and FCPS G-Suite Education are two core instructional tools in the FCPSOn digital ecosystem that coexist and interact to impact how students learn, where students learn, and when students learn. Read more about Technology Resources.
Students, including students with an Individual Education Plan (IEP), use a school issued FCPSOn computer. If a student is receiving Assistive Technology Services (ATS), the school team works with the ATS resource teacher assigned to the school in order to determine what additional assistive technology might be required to meet the needs of the student.
A strong focus of FCPSOn is digital citizenship. Digital citizenship is described as the norms of appropriate and responsible behavior when using technology. It includes having an understanding of the positive and negative impact technology use can have on yourself or others. It helps teachers, technology leaders, and parents talk about what all users should know regarding appropriate technology use.
- During the school day, students access filtered internet content through a secure wi-fi network.
- Each student device is pre-loaded with district-approved filtering software that blocks keyword content and inappropriate websites, including some social media sites, while in use at school, home, and anywhere that has wireless internet access.
Content filtering at home is similar to, but not the same as, the content filtering at school. The FCPSOn at home filtering solution will be differentiated by school level. School specific site blocks and allows will not translate to at home filtering. For example, all elementary school students will receive the same filtering policy regardless of the school they attend.
There is no question that some students engage in distracting and inappropriate behavior with or without a device (calculators personal cellphone, computers). FCPS schools use a Positive Behavior Approach to proactively plan for addressing behavior issues. Information will be communicated to parents about expectations and consequences.
FCPS is committed to providing access to digital resources in a manner that respects and protects student privacy while maximizing learning opportunities for students. All FCPS teachers are expected to incorporate digital citizenship instruction through the curriculum as students are researching, communicating, and creating products using technology.
Teachers and librarians have access to rich digital citizenship lessons and resources to support them in creating a safe, responsible, and ethical online learning environment. Students also have access to a variety of resources to assist them in learning how to navigate the online world.
Both parents and students are required to review a device loan/acceptable use agreement before a student will receive a device. Improper use of the device and/or technology will result in strict consequences such as discipline, detention, and/or limited use of the device as determined by the district's Student Rights and Responsibilities (SR&R) document. Parents and students are required to read and accept the Acceptable Use Policy for Student Network Access within the SR&R document.
Parents have access to a Customizable Device Contract and Family Media Agreement that will support them as they talk with their children about internet use and set rules that are right for their family.
Common Sense Media is a reputable resource for parents. The Virginia Department of Education has developed guidelines and resources for internet safety too. Parents can find additional information about device use and internet use on the Digital Citizenship: Families page.
FCPSOn was established to meet the expectations set forth in Ignite, the FCPS Strategic Plan. This plan was developed with input from stakeholders throughout the county. One of the outcomes in goal one of the strategic plan is that teachers, students, and parents will have access to contemporary and effective technology resources. Achieving the goal of one device per student is one of the identified actions to reach this goal. It is often referred to as 1:1 technology.
Within the current FCPSOn Phase 1, grades K-2 are using existing technology devices for each student during the school day. Grades 3-12 are using approximately 7,800 devices that were obtained through outright and lease purchases to meet the 1:1 technology ratio.
Evaluation of FCPSOn
FCPS worked with Johns Hopkins University to conduct an evaluation of phase 1, year one of FCPSOn. High level findings from year one from the report include:
- During the first year of FCPSOn implementation, study findings indicate clear progress in teachers beginning to integrate technology to support a blended learning approach which has, in turn, helped to improve student engagement, and Portrait of a Graduate skills. As noted above, based on the reactions of teachers, principals, and other stakeholders, suggestions for future professional development offerings and program enhancements were offered in areas such as blended learning focus, curriculum support, student device training, and parent communications. Overall, a solid foundation for continued and enhanced program implementation appears to have been established in the first year.
Read the Johns Hopkins University evaluation.