BSM operates with an approach that takes into account international educational technology policies and standards, in line with the standards set by the International Society for Technology in Education (ISTE).

* ISTE Standards for Educators | ISTE.” https://www.iste.org/standards/for-educators. Accessed 16 Jun. 2020.
** Standards for Educators | ISTE.” https://www.iste.org/standards/iste-standards-for-students. Accessed 16 Jun. 2021.

Since 2011 in middle and high school, and since 2021 in elementary school, the 1:1 iPad & BYOD (Bring Your Own Device) programs have directly supported the educational process. Our goal is to ensure the effective implementation of our academic program across all platforms by using the right technologies.

When planning our school’s information technology strategies, we consider the readiness levels of our students and feedback from parents. Based on this, the devices recommended for student use are MacBook / iPad.

Since the 2011 – 2012 academic year:

• In middle school, students bring their own iPads to school and use them in educational settings.
• In high school, the BYOD Program allows each student to bring their own computer to school and use it in educational environments.

Starting from the 2021 – 2022 academic year, in addition to the 1:1 iPad and BYOD Programs conducted in middle and high school:

• Preschool students use the iPads available in their classrooms during educational activities.
• In grades 1, 2, and 3 of elementary school, students use the school’s mobile iPad lab in educational environments.
• In grade 4 of elementary school, students bring their own iPads to school and use them in educational settings.

Massive Open Online Courses (MOOCs) typically consist of pre-recorded video lectures, readings, assessments, and discussion forums. These courses are characterized by:

• Massive – Enrollment is unlimited, allowing courses to reach large audiences.
• Open – Anyone can register; there is no admission process.
• Online – Courses are delivered via the internet.
• Course – Structured content with defined objectives, duration, and learning outcomes.

At Hisar School, online learning models are incorporated into the academic process to encourage flexible and expanded learning opportunities where students take ownership of their learning.

MOOC platforms are utilized within the school community to achieve the following objectives:

✔ Foster lifelong learning skills
✔ Encourage students to take responsibility for their own learning
✔ Provide flexible learning opportunities independent of time and place
✔ Offer alternative learning pathways
✔ Support adaptation to an increasingly digital world
✔ Enhance cultural, international, and interdisciplinary perspectives
✔ Prepare students for university and future careers
✔ Contribute to the professional development of teachers and staff

Since 2022, Hisar School has been collaborating with Coursera in alignment with this approach. Further details on this initiative can be found in the Hisar High School & Coursera Presentation, which we recommend reviewing.

Our school’s IT infrastructure is designed to support both in-school and extracurricular learning activities, ensuring quick access to the right tools and resources, and enabling learning to continue independently of time and location.

Hisar School provides a 1 GB symmetric internet connection, 2 backup symmetric lines of 300 MB each, and a Cisco network infrastructure, allowing users to utilize learning and content management tools such as Google Workspace, MS Teams, Cisco WebEx, and accessible cloud and video conferencing systems, all powered by Apple, Google, Microsoft, and Cisco products. Digital tools and platforms that support both in-person and online/synchronous and asynchronous activities, tailored to the needs of grade levels and subjects, are integrated into our technical infrastructure and educational system.

Technical Infrastructure

Communication Channels

Our digital communication channels are shared in the table below.

Software Policy

Ensuring the effective execution of academic processes requires a reliable and sustainable digital ecosystem aligned with international standards. In this context, it is essential that the software to be integrated into the technical infrastructure meets the following criteria:

• Compliance with ISTE / Common Sense Standards
• Compliance with KVKK (Personal Data Protection Law) processes
• Compatibility with the school’s technical infrastructure and systems
• Digital Sustainability
• Determination of the software’s usage objectives
• Licensing policies applied by the software for educational institutions
• Ensuring the continuity of the software at the K12 level
• Collaboration of software serving similar purposes

At the end of each academic year, BSM conducts a Technology Roadmap study for the following academic year, taking into account the criteria mentioned above and supporting HyFlex Course Design Strategies. Applications published by international organizations such as ISTE and Common Sense are prioritized for evaluation, and distribution is made according to the following categories:

• Operational
• Instructional
• Content
• Productivity
• Assessment

Roles and Responsibilities of the Academic Staff

It is essential for the Hisar School academic staff to adhere to the Technology Standards for Academic Staff, which outline competencies, standards, and guidelines for technology use.

The roles and responsibilities of Hisar School’s academic staff regarding technology integration are detailed in the following document:
📄 Academic Staff Roles and Responsibilities

Roles and Responsibilities of Students

The International Society for Technology in Education (ISTE) defines the various roles of students in technology-enhanced learning as follows:

1. Empowered Learner – Students actively engage in their learning by using technology to set, pursue, and demonstrate progress toward their goals.
2. Digital Citizen – Students understand the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world. They behave in a safe, legal, and ethical manner and serve as role models for responsible digital conduct.
3. Knowledge Constructor – Students critically research various sources using digital tools, create meaningful knowledge, and develop innovative learning experiences for themselves and others.
4. Innovative Designer – Students use a variety of technologies to identify and solve problems, creating new, useful, or imaginative solutions.
5. Computational Thinker – Students develop and employ strategies to understand and solve problems, utilizing the power of technology-based methods to develop and test solutions.
6. Creative Communicator – Students select appropriate platforms, tools, and formats to communicate clearly and express themselves creatively through digital media.
7. Global Collaborator – Students work collaboratively with others, participate productively in local and global teams, and use digital tools to broaden perspectives and enhance learning.

Under these standards, students are expected to take responsibility for their own learning and act in accordance with the roles and responsibilities outlined.

📄 Student Roles and Responsibilities

Roles and Responsibilities of Parents

As key stakeholders in the educational process, parents’ collaboration, support, and feedback play a crucial role in student success. We would like to reaffirm the importance of parental engagement in learning.

📄 Parent Roles and Responsibilities

Roles and Responsibilities of the Administrative Staff

It is essential for the Hisar School administrative staff to adhere to the Technology Standards for Administrative Staff, which outline competencies, standards, and guidelines for technology use.

The roles and responsibilities of the Hisar School administrative staff regarding technology integration are detailed in the following document:
📄 Administrative Staff Roles and Responsibilities