Student Faculty College Management (Dean, Hods, Principal) Administrator Student Faculty College Management (Dean, Hods, Principal) Administrator

Introduction
Developing a virtual classroom system to promote a greater count of students to splurge into the
field of Education. It integrates the benefits of a physical classroom with the convenience of a
‘no-physical-bar’ virtual learning environment, minus the commuting hazards and expenses. It
will usher in the immense flexibility and sophistication in the existing learning platform
structures, with the perfect blend of synchronous and asynchronous interaction. It provides a
means of collaborative learning for the students.
There are basically 4 types of users:
 Student
 Faculty
 Management
 Admin
Problem statement
Student
 Faculty
 College Management (Dean,
HODs, Principal)
 Administrator
Student
 Faculty
HODs, Principal)
 Administrator
The following question guided this investigation: To what extent, if any, does the leadership
behavior and the technology activity of the principal affect the use of technology in schools?
 Student
 Faculty
HODs, Principal)
 Administrator
Student
 Faculty
HODs, Principal)
 Administrator
Goal and objectives
This study sought to investigate the influence of the principal on technology use in schools. The
technology activities of principals along with the school technology outcomes perceived by their
faculty were described and analyzed to discover if there was a relationship between and among
them. This study also investigated the kind of technology related leadership behavior exhibited
by principals, how their leadership behavior affected, and whether it predicted, the multiple ways
that technology was used throughout a school.
Research questions
 What is the technology leadership behavior of principals in terms of NETS-A standards?
 How is technology used in schools for organizational, instructional, and educational purposes?
 What is the relationship between the technology leadership behavior of principals and the use
of technology for organizational, instructional, and educational purposes in schools?
Methodology
This study sought to investigate the relationship between the leadership behavior and technology
activities of principals and the use of technology in their schools. A review of the literature
showed that technology continues to dominate educational reform policies as a necessity for
preparing all students for higher education and future employment. Government funding has
sought to create an infrastructure to support Internet connectivity and bring modern hardware
and software to all public school classrooms. It has been shown that the technology knowledge
and proficiency of principals affects educational technology use, although specific outcomes are
often mediated through other school activities. However, there is little research to show how
technology is used in educational organizations, pedagogical practice student learning and how
leadership behavior may influence technology outcomes in different levels of the educational
institution. This study focused on specific technology-related leadership behavior and the use of
technology by teachers for organizational and instructional purposes and teachers’ perceptions of
technology use by their students.
Definitions, Acronyms and Abbreviations

Definitions:
Users: Student, faculty, Management, Admin.
Admin: Application administrator responsible for application management.
Management: Registered users which manage the entire working of Virtual Classroom.
Faculty: Registered teachers of VCS to teach the students studying in VCS.
Students: Registered users of VCS as the students of the classroom.
Lecture: A Video/PowerPoint Presentation/Notes on any subject/topic related to any course.
Discussion Time: A scheduled time slot during which a faculty will be available (online) for
discussion
with students and their doubt clearance.
Assignment: Two types of assignments :
Self-Practice --> The one's those are not to be submitted and will just work as practice
exercises.
Submission Assignments -->These are to be submitted within a given a deadline.
Examination: Test conducted to evaluate the performance of a student in a particular
subject/course.
Attendance: Statistical report of a student showing the number of classes attended by him/her in
comparison to total classes being held.
Progress Report: Report showing the progress of a student after the examination is being
conducted. It will be a cumulative course report.
Acronyms and Abbreviations:
VCS: Virtual Classroom System
HTML: Hypertext Markup Language.
EJB: Enterprise Java Beans.
J2EE: Java 2 Enterprise Edition
WAS: Websphere Application Server
WSAD: Websphere Studio Application Developer
HTTP: Hypertext Transfer Protocol
HTTPS: Secure Hypertext Transfer Protocol
Stakeholder characteristics
In the cinderblock classroom, teachers know that parents, administrators, instructors, and the
students themselves have a vested interest in a child’s education; in the online environment,
these are all stakeholders, and each play a role in supporting students in the virtual classroom.
The instructor’s role is to communicate consistently, to respond to emails in a timely manner,
and to address concerns and questions, and all communication is professional and follows
school, state, and federal policies. The student’s role is to help maintain consistent
communication by asking questions, making specific inquires, upholding the policies, attending
synchronous events, and responding in a timely manner to emails and discussion board posts.
Since our students should be good digital citizens, these responses will naturally be polite and
professional. The administrator’s role is to support both the student and the teacher in these
endeavors. These roles don’t change much when the cinderblock classroom goes digital. The
parent’s role, however, changes significantly.
Parents whose students take digital classes must be more like coaches and advisors in the
absence of a physical classroom or the daily presence of a teacher. Parents may need to review
student goals and grades more frequently, and advocate for their child if the course material is
too confusing. Furthermore, the parents may need to be more supportive and encouraging since a
virtual class may seem isolating at times if the student does not routinely connect with his/her
classmates. An effective virtual class will offer many tools to help parents in this role, such as
frequent updates, announcements, newsletters, and opportunities to submit feedback. Together
the teacher and parent will support the student’s success.
The virtual class might also have additional stakeholders to consider, such as the LMS’s platform
company and the coaches and community leaders in the student’s life. Since virtual classrooms
are expanding and LMS software is improving, the LMS company has a stake in the class’s and
students’ success. If students succeed using the LMS platform, the company looks good to its
shareholders and to other institutions. Also, if the child is active in sports and the community,
those leaders become stakeholders; both need to be aware of time commitments and scheduled
synchronous events and make allowances accordingly.
Functional requirements
Non functional requirements

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Introduction

Definitions, Acronyms and Abbreviations

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