frit 7232 technology planning - module 3

Technology Planning - Module 3

Brittney Bentley Ashley Castellana

Sarah Penn Nicole Whitney

FRIT 7232 Visionary Leadership in Instructional Technology

Georgia Southern University

Dr. Randy Hollandsworth

Annotated List of Resources

Technology Planning: It’s More Than Computers

Anderson, L. (1999, January 1). Technology Planning: It's More Than Computers. Retrieved September 7, 2014.

This article discusses the need to expand on the term “technology planning.” The author states the term has become too broad. There is a need to establish a clear definition for technology planning and for planners to understand that computers are a small portion of a technology plan. Putting focus on the community of users and the information that can be obtained from the technology at hand is where a majority of our focus should be.

Making Dreams Come True! -How to Write a Technology Plan

Anderson, L. (n.d.). Making Dreams Come True! -How to Write a Technology Plan. Retrieved from http://www.nctp.com/articles/dreams.pdf

This is a short article discussing the steps needed in order to create a technology plan. Anderson covers the steps in depth and gives helpful tips in order to successfully implement each plan. While it does not specifically deal with schools, the guidelines line up effectively with the process of creating a school system technology plans. Anderson also shares resources that can be used to aide in the creation of a technology plan.

Technology in the Classroom It’s Not a Matter of ‘If,’ but ‘When’ and ‘How’

Armstrong, A. (2014). Technology in the Classroom It’s Not a Matter of ‘If,’ but ‘When’ and ‘How’. Education Digest, 79(5), 39-46.

This article discusses educational technology. It also examines topics such as its effectiveness, costs, and consequences for schools that fail to invest in such educational aids. Information is provided about the use of tablets, smartphones, and laptops by adolescents despite the low availability of these in many of our schools. It covers other topics such as the role of the internet in education, how technology has revised the philosophy of education and collaborative learning.

Cobb County School District Technology Plan

Cobb County School District Technology Plan. (2012, July 1). Retrieved September 7, 2014, from http://www.cobbk12.org/centraloffice/instructionaltechnology/TechPlan/2012_2015_CCSD_District_Technology_Plan.pdf

This document covers the technology implementation plan for Cobb County School district located North of Atlanta, Georgia. The plan is broken down into many subcategories to include current uses of technology, training and development, assessment, etc. that ensure proper implementation and usage of technology within the school district. The technology plan is updated on a three year basis, with current goals for growth.

Douglas County Technology Plan

Douglas County School District Technology Plan. (2012, July 1). Retrieved from: http://www.douglas.k12.ga.us/

This document covers the technology implementation plan for Douglas County School district located West of Atlanta, Georgia. The plan is a broken down into four, clearly defined categories which includes the Vision, the Current Reality, Communication, and Professional Learning. Many subcategories fall under these headings to ensure proper implementation and usage of technology within the school district. The technology plan is updated on a three year timeline and up for review June of 2015.

Using Systems Thinking to Leverage Technology For School Improvement Lessons Learned from Award-Winning Secondary Schools/Districts

Levin.B.B., & Schrum.L, (2013). Using Systems Thinking to Leverage Technology For School Improvement Lessons Learned from Award-Winning Secondary Schools/Districts. Journal of Research on Technology In Education (International Society For Technology Education), 46(1), 29-51

This study uses a qualitative study method in order to discuss successfully implemented technology plans. The main focus of the study is that leadership is an essential component to successfully implementing and maintaining technology plans and school improvement plans as well. Schools that succeeded in this area had strong leaders across the board, from administration to teachers. Collaborative planning and support was also a main component of developing and successfully maintaining the technology needs of schools and school improvement plans.

Technology Planning

Norton, S. (2013). TECHNOLOGY PLANNING: Designing the Direction to Get There. Knowledge Quest, 42(1), 64-69.

This article explains the relationship between technology plans and the library’s programs and leadership within the school. It highlights the role of a school librarian in regards to how they influence technology in a meaningful way showing the importance of a media specialist’s role in the technology planning process. Not only will the technology plan direct its goals for the classrooms, but will also include goals to advocate the school’s media center which can aid in sustaining necessary support in difficult budget decisions. The article also states the importance of a three year plan and why the third year is so critical. Needs are clearly outlined for a meaningful and purposeful technology plan. These must haves include community involvement (stakeholders), goals and strategies with explanation of their differences, professional development, the use of budgets, assessment and evaluations including importance of rubrics, and the importance of influential leadership.

A Technology Plan That Works

Overbay, A., Mollette, M., & Vasu, E. (2011). A Technology Plan That Works. Educational Leadership, 68(5), 56-59.

Five lessons that every school system should consider when implementing any type of technology into a school. This article discusses what should happen in order to be effective in using technology. It also discusses what does happen everyday in reality. Thinking about the people using the technology is the underlying point throughout this entire article.

Mapping Experience In Organizations: A Learning Process for Strategic Technology Planning

Routley, M., Phaal, R., Athanassopoulou, N., & Probert, D. (2013). Mapping Experience In Organizations: A Learning Process for Strategic

Technology Planning. Engineering Management Journal, 25(1), 35-47.

This article is a developmental study that shows how organizations need to stay “ahead of the game” when it comes to today’s fast-paced

technological environments. It states that engineering managers need to maximize current opportunities and avoid repeating past mistakes. This

article describes a collaborative strategic management tool – the Experience Scan – and how it captures the past experience and how to apply

learning from this experience to the present and future situations. Workshops were held in a number of different technology organizations where

participants were asked to provide feedback. This feedback was used to maximize the opportunity for the organization to collect, capture and

integrate individuals’ and group learning into organizational learning.

Developing Effective Technology Plans

See, J. (1992). Developing Effective Technology Plans. The Computing Teacher, 19(8). Retrieved January 1, 2014, from

http://www.nctp.com/html/john_see.cfm

This article, while outdated seems to outline the basics to developing a plan that can be useful in a school system. It states exactly what is

needed to be considered “effective”. Effective plans are short term, not long term, effective plans are tied to staff development plans, and effective

plans are developed by the staff members using the technology are just a few of the topics in this article. Even though this article is outdated, the

premises behind each section are things that stand out as important when developing a plan in 2014.

The Incredible Shrinking Budget

The Incredible Shrinking Budget. (2013). T H E Journal, 40(2), 16-24.

This article is a discussion among seven chief technology officers and technology directors organized by “T.H.E. Journal” magazine and the Consortium for School Networking. The main issue discussed was the impact of shrinking IT budgets on school districts and management of hardware costs.

Technology Planning in Schools

Vanderlinde, R., & van Braak, J. (2013). Technology planning in schools: An integrated research-based model. British Journal of Educational Technology, 44(1), E14-E17. doi:10.1111/j.1467-8535.2012.01321.x

This is a short article describing an integrated research model over technology planning within schools. The model combines research results from several studies which were conducted during the past years on technology planning in primary schools. The model is brought forth in a well-organized, holistic manner intended for teachers and school leaders when developing their schools technology plan. The study focuses on the planning process rather than the plan itself. It explains the process as dynamic and constantly in need of improvement. The study distinguishes five basic steps: gaining insight into teachers’ vision of good education, making inventory of the actual use of education technology, setting priorities, considering new activities, and drawing up an action plan.

Technology Curriculum and Planning for Technology in Schools: The Flemish Case

Vanderlinde, R., Van Braak, J., De Windt, V., Tondeur, J., Hermans, R., & Sinnaeve, I. (2008). Technology Curriculum and Planning for Technology in Schools: The Flemish case.TechTrends: Linking Research and Practice to Improve Learning, 52(2), 23-26.

Countries all over the world are being faced with the task of planning effectively when it comes to technology in schools. As mentioned in this article it is necessary for all students leaving compulsory education to be digitally literate. A vision, on-going plan and collaboration are all important steps to the technology plan process. In this school system a system called PICTOS was created in an effort to assist schools in implementing the technology and to gain further collaboration on the plan.

Rubric

Well-defined(6 pts)

Needs Clarification(4 Pts)

Beginning(2 Pts)

Goals Goals clearly identified for the present and future needs of the school/district.

Goals set in place are fully achievable and maintainable.

Goals lack clarity and are not clearly present.

Goals set in place are somewhat achievable and somewhat maintainable.

Little to No goals clearly identifiable and/or present that describe the current/future needs of the school/district.

Goals set in place are not achievable or

Goals fit the need of the entire school/district and align with the vision of the school/district.

Goals fit the needs of a majority of the school/district and somewhat align with the vision of the school/district.

maintainable.

Goals do not fit the needs of the entire school/district nor do they align with the vision of the school/district.

Current Situation

The current reality of the school/district is fully stated regarding:

● School and community learning● Engaged Learning● Professional Development● Technology hardware,

infrastructure, software, and technology support.

● Assessment● Teaching and Learning

The current reality of the school/district is stated, but only identifies two to three areas intended for growth and development:

● School and community learning● Engaged Learning● Professional Development● Technology hardware, infrastructure,

software, and technology support.● Assessment● Teaching and Learning

The current reality of the school/district is stated, but identifies two or less areas intended for growth and development:

● School and community learning● Engaged Learning● Professional Development● Technology hardware, infrastructure,

software, and technology support.● Assessment● Teaching and Learning

Professional Development

Identifies ongoing needs assessment strategies for all instructional and non-instructional staff.

Identifies strategies to individualize technology training and integration in a continuous and ongoing fashion.

Clearly identifies adequate and ongoing varieties of support for increasing technology skills.

Clearly identifies assessment and evaluation with adequate staff and budget

Identifies current needs assessment strategies for all instructional and non-instructional staff.

Identifies strategies for training beyond basic technology skills including curriculum integration.

Identifies support system.

Identifies assessment and evaluation linked to professional development.

Missing or fails to identify needs assessment process to inform professional development.

Missing or identifies only basic technology skills.

Missing or fails to identify assessment and evaluation process.

Missing or fails to identify all members of the instructional and non-instructional staff in the professional development plan.

for continuous and ongoing monitoring.

Accessibility of Technology Resources

The plan clearly identifies the availability of technology for students, teachers, administrators, and other crucial employees of the county/school district.

Clearly identifies the types of technologies offered within the school district (including but not limited to: Computers, Interactive boards, tablets, software, educational programs, etc)

The plan identifies the availability of technology for students, teachers, administrators, and other crucial employees of the county/school district.

Identifies several of the types of technologies offered within the school district.

Fails to identify the availability of technology available for students, teachers, administrators, and other crucials employees of the county/ school district.

Fails to identify the types of technologies offered within the school district.

Budget

Identifies current and ongoing needs assessment strategies for all technology funding.

Clearly and accurately identifies funding and budget for technology acquisition, maintenance and personnel.

Recordkeeping is regularly maintained and data is stored in a central accessible location.

Identifies strategies for funding partnerships with other schools, consortia, business, districts, etc.

Evidence of continuous and ongoing effort to obtain regular as well as alternative funding for technology through grants, partnerships, alumni, federal programs, etc.

Identifies current needs assessment strategies for all technology funding.

Identifies funding and budget for technology acquisition, maintenance and personnel.

·Identifies strategies for continued financial support of technology spanning at least three years.

Missing or fails to identify budget for technology.

On Going Evaluation

Identifies clear evaluation goals and methods that fall in compliance with state and federal mandated guidelines.

Identifies 3-5 methods of evaluation in order to gain a complete understanding of technology uses and needs within the school system.

Identifies a clear and established evaluation timeline with clear and effective testing dates/time periods.

Identifies adequate evaluation goals and methods that fall in compliance with state and federal mandated guidelines.

Identifies 1-3 methods of evaluation in order to gain a complete understanding of the technology uses and needs within the school system.

Identifies an adequate evaluation timeline with clear and effective testing dates/ time periods.

Fails to identify evaluation goals and methods that fall in compliance with state and federal mandated guidelines

Fails to identify methods of evaluation in order to gain a complete understanding of the technology uses and needs within the school system.

Fails to identify an adequate evaluation timeline with clear and effective testing dates/ time periods.

Hardware and Software

Clearly identifies complete technology infrastructure inventory.

Accurate and complete network mapping is readily available with a regular schedule for maintenance.

All records are clear and accessible in a central location with adequate backup data stored in a secure location.

Upgrade protocols are clearly identified and updated regularly.

Identifies technology inventory, including hardware, software, and network structure.

Identifies standards for hardware, software, and network acquisitions.

Infrastructure records are kept in a central location.

Missing or fails to identify elements of the infrastructure and standards.

Lack of recordkeeping.

Parent/Community

Support

This plan clearly identifies:

● what technology is available to parents and the community

● how technology is accessed for parents and members of the

This plan identifies:


● how technology is accessed for parents and members of the

The plan is missing one or all of the following:


● how technology is accessed for

community● how parents and members of the

community will be informed of available technology

community● how parents and members of the


parents and members of the community

● how parents and members of the community will be informed of available technology

TimelineA clearly defined statement for implementation of goals and strategies. Submitted on time.

A loosely defined statement for implementation of goals and strategies. Submitted on time.

Statement of implementation does not follow a sequential course. Not submitted on time.

Assessment and Evaluation


● data collection for effective evaluation.

● goals and indicators of achievement.

● integration into the curriculum.● realistic accomplishments to

individual situation.● process as ongoing.






The plan is missing and/or does not address one or all of the following:





Finalized Scoring of Technology Plan

We have chosen to evaluate Douglas County School System’s Technology Plan. The link for this plan is listed as follows: http://www.douglas.k12.ga.us/Download.asp?L=2&LMID=&PN=Pages&DivisionID=1860&DepartmentID=1704&SubDepartmentID=&SubP=Level1Page&Act=Download&T=3&I=9341

Well-defined(6 pts)

Needs Clarification(4 Pts)

Beginning(2 Pts)

Comments

Goals Goals clearly identified for the present and future needs of the

Goals lack clarity and are not clearly present.

Little to No goals clearly identifiable and/or present that

6pts

school/district.

Goals set in place are fully achievable and maintainable.

Goals fit the need of the entire school/district and align with the vision of the school/district.

Goals set in place are somewhat achievable and somewhat maintainable.

Goals fit the needs of a majority of the school/district and somewhat align with the vision of the school/district.

describe the current/future needs of the school/district.

Goals set in place are not achievable or maintainable.

Goals do not fit the needs of the entire school/district nor do they align with the vision of the school/district.

Goals are clearly identifiable, achievable, and maintainable with well organized strategies and a plan to achieve each one.

Current Situation

The current reality of the school/district is fully stated regarding:

● School and community learning

● Engaged Learning● Professional

Development● Technology hardware,



The current reality of the school/district is stated, but only identifies two to three areas intended for growth and development:


● Engaged Learning● Professional Development● Technology hardware,



The current reality of the school/district is stated, but identifies two or less areas intended for growth and development:


● Engaged Learning● Professional Development● Technology hardware,



4ptsThe plan includes a clearly

defined status of the districts current situation but does not indicate plans for growth and development. The plan only

includes 2-3 of the areas intended for growth.

.

Professional Development

Identifies ongoing needs assessment strategies for all instructional and non-instructional staff.

Identifies strategies to

Identifies current needs assessment strategies for all instructional and non-instructional staff.

Identifies strategies for

Missing or fails to identify needs assessment process to inform professional development.

Missing or identifies only basic

2pts

Plan entails a specific professional learning section,

however it is lacking information regarding the

individualize technology training and integration in a continuous and ongoing fashion.

Clearly identifies adequate and ongoing varieties of support for increasing technology skills.

Clearly identifies assessment and evaluation with adequate staff and budget for continuous and ongoing monitoring.

training beyond basic technology skills including curriculum integration.

Identifies support system.

Identifies assessment and evaluation linked to professional development.

technology skills.

Missing or fails to identify assessment and evaluation process.

Missing or fails to identify all members of the instructional and non-instructional staff in the professional development plan.

professional development assessment process for teachers, staff, and administration as well

as its members. The plan identifies only basic technology

skills and does not include information on the assessment

and evaluation process.

Accessibility of Technology Resources

The plan clearly identifies the availability of technology for students, teachers, administrators, and other crucial employees of the county/school district.

Clearly identifies the types of technologies offered within the school district (including but not limited to: Computers, Interactive boards, tablets, software, educational programs, etc)

The plan identifies the availability of technology for students, teachers, administrators, and other crucial employees of the county/school district.

Identifies several of the types of technologies offered within the school district.

Fails to identify the availability of technology available for students, teachers, administrators, and other crucials employees of the county/ school district.

Fails to identify the types of technologies offered within the school district.

6pts

Plan clearly identifies all types of available technologies for

students and staff of the Douglas County school district.

Budget Identifies current and ongoing needs assessment strategies for all technology funding.

Identifies current needs assessment strategies for all technology funding.

Missing or fails to identify budget for technology.

4pts

Budget is present and includes funding resources for each of

Clearly and accurately identifies funding and budget for technology acquisition, maintenance and personnel.

Recordkeeping is regularly maintained and data is stored in a central accessible location.

Identifies strategies for funding partnerships with other schools, consortia, business, districts, etc.

Evidence of continuous and ongoing effort to obtain regular as well as alternative funding for technology through grants, partnerships, alumni, federal programs, etc.

Identifies funding and budget for technology acquisition, maintenance and personnel.

·Identifies strategies for continued financial support of technology spanning at least three years.

the district's goals/strategies. Plan refers to purchasing within

a budget under the Gap Analysis.

On Going Evaluation

Identifies clear evaluation goals and methods that fall in compliance with state and federal mandated guidelines.

Identifies 3-5 methods of evaluation in order to gain a complete understanding of technology uses and needs within the school system.

Identifies a clear and

Identifies adequate evaluation goals and methods that fall in compliance with state and federal mandated guidelines.

Identifies 1-3 methods of evaluation in order to gain a complete understanding of the technology uses and needs within the school system.

Identifies an adequate

Fails to identify evaluation goals and methods that fall in compliance with state and federal mandated guidelines

Fails to identify methods of evaluation in order to gain a complete understanding of the technology uses and needs within the school system.

Fails to identify an adequate

2pts

Plan identifies methods for evaluations of the

goals/strategies but has no clear and identifiable areas to suggest

ongoing evaluations.

established evaluation timeline with clear and effective testing dates/time periods.

evaluation timeline with clear and effective testing dates/ time periods.

evaluation timeline with clear and effective testing dates/ time periods.

Hardware and Software

Clearly identifies complete technology infrastructure inventory.

Accurate and complete network mapping is readily available with a regular schedule for maintenance.

All records are clear and accessible in a central location with adequate backup data stored in a secure location.

Upgrade protocols are clearly identified and updated regularly.

Identifies technology inventory, including hardware, software, and network structure.

Identifies standards for hardware, software, and network acquisitions.

Infrastructure records are kept in a central location.

Missing or fails to identify elements of the infrastructure and standards.

Lack of recordkeeping.

4pts

Plan clearly identifies technology inventory.

Parent/Community

Support



● how technology is accessed for parents and members of the community

● how parents and members of the




● how parents and members of the

The plan is missing one or all of the following:



● how parents and

4pts

The plan specifies what technology is available to

parents and the community.



members of the community will be informed of available technology

Timeline

A clearly defined statement for implementation of goals and strategies. Submitted on time.

A loosely defined statement for implementation of goals and strategies. Submitted on time.

Statement of implementation does not follow a sequential course. Not submitted on time.

2pts

Plan loosely defines implementation of goals. Timeline is not present.

Assessment and Evaluation




● integration into the curriculum.

● realistic accomplishments to individual situation.

● process as ongoing.







The plan is missing and/or does not address one or all of the following:






4pts

Evaluation methods are included for each goal with realistic accomplishments to

individual situations.

Recommendations

GOALS

Although goals are organized, clear, and achievable, we recommend a list of schools impacted, to clarify if the goals fit the needs of all schools in the district.

CURRENT SITUATION

The plan should identify all areas for intended growth, especially for engaged learning, assessment, as well as teaching and learning. More depth of information is needed for professional development and community training.

PROFESSIONAL DEVELOPMENT

The plan should include more current and future plans for Professional Development across all levels of the schools district. The plan should obtain a specified section in regards to Professional Development to be clearly identified as a whole using the scattered information on the topic obtained from other parts of the plan. Assessment strategies, strategies to individualize technology training, adequate support for increasing technology skills, as well as assessment and evaluation with adequate staff and budget for monitoring all should be identified in the plan in a continuous approach.

ACCESSIBILITY OF TECHNOLOGY RESOURCES

Although the plan indicates available technologies, an annotated list of resources available in regards to software, web 2.0 tools, and educational programs would be beneficial. A discussion of how these resources aid in instruction and assessment would also prove valuable.

BUDGET

The budget present should incorporate how the records are being kept as well as a discussion for ongoing efforts to obtain alternative funding and strategies for funding partnerships. The plan should further identify funding and budget for technology acquisition, maintenance, and personnel.

ON GOING EVALUATION

While the plan identifies several areas for evaluation, such as goals and strategies it does not establish forms of on going evaluations in all areas of the plan where evaluation is applicable. Therefore, the plan should include areas of needed growth to evaluate, evaluation plans and courses of action and methods of evaluation. Also, the plan should include an adequate timeline in which evaluations.

HARDWARE AND SOFTWARE

The present plan should expand upon their maintenance of both hard and software as well as devices within the school systems with an applicable timeline, budget, and procedure. Additionally, the plan should identify a complete and thorough network mapping schedule. Infrastructure records be accessible and housed in a central, secure location and include details of upgrade protocols. Finally, this portion of the plan should be made more organized. Details that pertain to this section were found throughout the technology plan with no clear, designated section.

PARENT AND COMMUNITY SUPPORT

Although the plan identifies several opportunities in which parent and community support is present, we recommend that the plan includes more information and clearly identify ways in which parents can access all available technology.

TIMELINE

The timeline given within the plan should outline technology implementation goals, training goals, and strategic goal plans. The current timeline is fairly weak. We recommend creating a more concrete timeline including a clearly defined statement for the implementation of goals and strategies.

ASSESSMENT AND EVALUATION

The plan should identify more concrete examples of goals and indicators for student success. Furthermore, the plan should include data collection (the process of data collection, which data is collected, and where is the data stored) as well as identify how the process is on-going and all encompassing. Also, the plan should provide more insight into how technology will be integrated into assessment and evaluation.

frit 7232 technology planning - module 3

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