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III. ACTION PLAN:    A. Technology Access    B. ICT Literacy    C. Professional Development    D. Community Involvement     [Data]

ICT Literacy Toolkit
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1. Standards
2. Research
3. Case Studies
4. ePortfolio Support
5. Presentations
6. More Resources

Effective Projects Case Study


Electronic Portfolio Development Project at Nashua School District
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This is a story about a project that started 5/1/2007.

For more information, please contact: Richard Farrenkopf at


The project plan is comprised of two facets. The first is to develop a teacher leader cohort for elementary and middle schools that will serve as an exemplary teacher team for demonstrating best practices in integrating the ICT standards. Another facet is to serve as a pilot group for the development and implementation of a K-8 electronic portfolio system prototype. Based on the vision of a 21st Century Classroom environment, where technology and internet opportunities for students are seamless across the curriculum, and communication and media literacy is an integral part of the school environment, teachers  participating in the project received laptops, LCD projectors, and digital cameras in order to achieve this intent. Developing teacher knowledge of the ICT standards and skill with technology and media literacy applications is a vital element in the plan. Title I (DINI) funds were allocated to employ a full time ICT Specialist. In the capacity of coach, the ICT specialist provided initial summer training to the teachers, conducts one-on-one site embedded professional development with each of the teachers, and coordinates and conducts afterschool training meetings through school year 2007-08.


Funding: This project was supported by $57,859 from NCLB Title II-D (Educational Technology) and $68,000 in local funds. The project illustrates how federal funding supports “Professional development through teacher leaders - Preparing one or more teachers in schools as tech leaders to assist other teachers.” The project addressed the following grades and content areas: 

PreK-2 Gr3-5  Gr6-8    EngLangArts  Math  Science     


The Setting: Integration of technology into the regular classrooms in elementary and middle schools is slow in developing. Access to efficient and updated technology equipment has continued to decline in the elementary school in the past several years. Reductions in fiscal funding has resulted in minimal capability to purchase, update, and/or replace equipment. Currently, there are no ICT specialists in the elementary schools to provide professional development to teachers in the application of the ICT standards.


The plot: Establishing a cohort of teachers that would have vertical grade level representation, would geographically support future outreach to neighboring schools, and finding a way to secure funding for an ICT specialist to train and coach the teachers were challenges to be faced. This is the second year that the teachers in the Nashua School District have worked without a contract. From the onset of the school year, the union has imposed a “work to rule”, and continued failed negotiations resulted in minimal options for meeting with and working with teachers.


The teachers: 10 teachers were directly involved.


The students: Teachers’ knowledge and understanding of the ICT standards, coupled with the coaching and personalized technical assistance of the Integration and Communication Technology specialist has resulted in more frequent and more integrated use of technology in the classroom. Each teacher has a teacher website within the District intranet system. Teachers are using blogging, learning logs, web links, and have established folders of student work electronically.


The data: A teacher survey was conducted to assess teacher knowledge of the ICT standards, and the current level of application and use of technology prior to the professional development, and the establishment of the cohort. The survey was conducted electronically, and is located on the e portfolio project site: Teachers participate in a blog, where they write a weekly journal  entry describing the types of technology applications s/he has used in that week, and reflections regarding practices to improve student learning.


The difference: Outcome:  Student awareness and everyday use of technology has increased in all of the classrooms participating in the project. Students work on the Teacher Sites is evidence. Daily contact with both Staff and Students showed involvment and a feeling of need to succeed.


Essential conditions: The ability to purchase the necessary technology equipment for the teachers’ classrooms, provide stipends for additional professional development beyond the school day, and providing on site embedded personalized professional development have been essential to the success of this project.


Changes for the future: Providing a more comprehensive summer training workshop to introduce and prepare the teachers in three areas; knowledge of the ICT standards, greater hands-on experiences with the technology tools, and training on facilitation skills. Using a more comprehensive teacher survey procedure before during and after to better determine areas of progress and areas of need. Using a student survey tool at the beginning and the end of the school year to gather feedback on students’ perceptions about increased ICT integration.


Recommendations: This project has been a modest approach to develop increased awareness, knowledge and application of the technology and technology literacy by providing professional development using a coaching and critical friends framework. The teachers participating in this project believe they have realized significant professional growth because of their experiences in the cohort. Each of them know and understand the ICT standards better, and are continuing to develop and apply the tools and strategies they are acquiring through the coaching.


Telling our story: Teachers have facilitated presentations at their school’s faculty meetings, and each teacher is involved in a site based technology integration outreach project with another grade level in their building.


Documents to share:  Any documents that promote the project are found at: (The is not a public site, and access must be requested when you go to the link.)