Technology Integrator

• Valid New Hampshire Teacher Certification in Education Technology Educator 0350
• Experience in classroom teaching and integrating technology
• Demonstrated ability in the development and delivery of computer technology in-service training
• Demonstrated knowledge of educational technologies that include computers, peripherals, multimedia, interactive hardware, and networking
• Demonstrated experience with current software and web-based services, including social media
• Demonstrated knowledge of curriculum and strategies for integrating technology within the classroom
• Demonstrated experience using Macintosh and PC platforms
• Experience conducting and analyzing formative and summative assessments
• Familiarity with Google Apps and with student information systems
• Excellent oral and written communication skills
• Excellent organizational and multi-tasking skills
• Ability to work positively with staff, students, and the general public

• Coordinate the integration of technology in conjunction with curriculum standards and ISTE educational technology standards for students, teachers, and administrators.
• Provide hands-on training and assistance in technology integration within the classroom through in-class demonstration, co-teaching, and the provision of online digital resources.
• Provide hands-on training and assistance to staff in productivity technology, as well as online digital resources.
• Collaborate with teachers to support their use of technology in delivery of curricula through a variety of instructional methods.
• In coordination with School Principals, develop in-service workshops, courses, and resources to increase knowledge of and familiarity with available technologies and methods of integration in support of professional development plans.
• Consult with service providers, as needed, to coordinate efforts to integrate technology into all facets of learning.
• Remain current regarding emerging technologies and their potential impact on curriculum.
• Develop a working knowledge of the district curriculum.
• Assist the District Network Administrator and School Principals in the development of the annual technology budget.
• Be familiar with, support and execute elements of the District Technology Plan.
• Provide support to School Principals regarding instructional effectiveness of the technology integration effort.
• Serve as an active member of the Technology Committee.
• Assist in teaching staff and students the proper operation and care of computer equipment.
• Assist with school web publication initiatives that support the curriculum and foster home/school communication.
• Promote the ethical use of software and copyright compliance, and understanding of the district’s Appropriate Use Policies for staff and students.
• Consult with instructional staff on purchases of new software.
• Preview/evaluate educational software.
• Troubleshoot hardware and software problems and make appropriate corrections.
• Design systems and procedures for optimum use of software packages.
• Work with all other members of the Library, Integration, and Technology Services (LITS) team in planning and executing day-to-day operations as needed.
• Collaborate with the District Systems Administrator, LITS team, and the School Principal in the creation of short and long-term technology initiatives for the school.
• Serve as a building level expert, in collaboration with the library media specialist, on staff and student use of the Internet.
• Collaborate with administrators on technology presentations to the School Board.

• Occasionally stooping, bending body downward and forward by bending spine at the waist. This factor is important if it occurs to a considerable degree and requires full motion of the lower extremities and back muscles.
• Occasionally kneeling, bending legs at knee to come to a rest on knee or knees.
• Occasionally crouching, bending the body downward and forward by bending leg and spine
• Frequently reaching, extending hand(s) and arm(s) in any direction.
• Frequently standing, particularly for sustained periods of time.
• Frequently walking, moving about on foot to accomplish tasks, particularly for long distances or moving from one work site to another.
• Occasionally lifting, raising objects from a lower to a higher position or moving objects horizontally from position-to-position. This factor is important if it occurs to a considerable degree and requires substantial use of upper extremities and back muscles.
• Frequently fingering, picking, pinching, typing or otherwise working, primarily with fingers rather than with the whole hand as in handling.
• Frequently grasping, applying pressure to an object with the fingers and palm.
• Frequently talking, expressing or exchanging ideas by means of the spoken word. Those activities in which they must convey detailed or important spoken instructions to other workers accurately, loudly, or quickly.
• Frequently hearing, perceiving the nature of sounds at normal speaking levels with or without correction. Ability to receive detailed information through oral communication, and to make the discriminations in sound.
• Light work. Exerting up to 20 pounds of force occasionally, and/or up to 10 pounds of force frequently, and/or a negligible amount of force constantly to move objects. If the use of arm and/or leg controls requires exertion of forces greater than that for sedentary work and the worker sits most of the time, the job is rated for light work.
• The worker is required to have close visual acuity to perform an activity such as: preparing and analyzing data and figures; transcribing; viewing a computer terminal; extensive reading; visual inspection involving small defects, small parts, and/or operation of machines (including inspection); using measurement devices; and/or assembly or fabrication parts at distances close to the eyes.
• None. The worker is not substantially exposed to adverse environmental conditions (such as in typical office or administrative work.)

Contoocook Valley School District