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44 American School Board Journal/September 2007 Colin Anderson



American School Board Journal/September 2007 45

Since the influx of technology began inearnest in the 1990s, computer labs, laptops,handhelds, educational software, and the In-ternet have changed the way teachers teachand learners learn. However, we continue tofind that technology is only as useful as theadministrators who prepare their teachers, theteachers who instruct our children, and schoolboard directors who face the myriad of conse-quences inherent in addressing the challengesof making the best use of technology. We canavoid it, support it, pay for it, or ignore it, butsooner or later we need to make decisionshead-on.

Today’s school leaders must constantlyscramble to stay abreast of legal and opera-tional concerns, as well as issues associatedwith faculty, staff, and student training. Boardmembers should set district policies and de-termine how to allocate funds in advance of deadlines. To perform that responsibility, weneed hard facts, practical guidelines, exe-cutable recommendations for change, soundtechnical and financial advice, and valid crite-ria for measuring the value of technology.

Give a board member a tool for measuring

the impact of instructional technology andyou have a friend for life (or at least a term of office). As a school board member and uni-versity administrator, I developed the Tech-nology Facade, defined as “the use of technology in a school without benefit of anecessary infrastructure to support its appli-cation as a viable instructional strategy.” Ialso developed a checklist that applies to K-12 technology programs that became thebasis for a book published in 2002.

The checklist offers 20 items that boardmembers can use to assess the strengths andweaknesses of the district’s technology pro-gram. The survey can be quickly administeredand can provide you with valuable insightsinto your program and its effectiveness.

Here’s a quick description of each itemand an explanation of why it is important to asound technology program. Consider eachquestion, and then grade yourself by takingthe survey on the next page.

USE OF TECHNOLOGY

These questions focus on computer facilities,

technology-based competencies, hardwareand software, and the ratio of students tocomputers in both classrooms and computer

labs. They include:1. Are the computer labs in your school

used by classroom teachers or is the com-puter teacher the only educator who dis-penses technology-related instruction?This item uncovers the practical, daily appli-cations of technology within the school.

2. Are computer facilities locked orare they available to teachers and stu-dents during recess, study halls, lunch,and before and after school or when noclasses are scheduled? School board mem-bers want to know whether computer facili-ties are for show or provide a workplacesuitable for teacher and student advance-ment in technology.

3. Are your computers located in the li-brary, classrooms, or computer labs? Yourschool receives one point if all your comput-ers are in the library, another three points if they can also be found in the classroom (ei-ther desktops or wireless), and another threepoints if you have computer labs. All threevenues are important to successfully integratetechnology.

4. Do classroom teachers use comput-ers for grades, lesson preparation, out-of-classroom assignments, and professionalself-development? Many teachers areforced into using technology by their princi-pal, peers, or parents. This item examinesfour uses that show the teachers’commit-ment to model and demonstrate proper tech-nology use.

The Technology FacadIn the scramble to stay ahead, school boardsneed a checklist to sift through the IT clutter

Lawrence A. Tomei

Every child in every classroom, every teacher in every school, and every per-

son in every community is affected by advances in instructional technology.

In a 2006 study by Project Tomorrow, 54 percent of students in grades seventhrough 12 were found to know more of their friends’instant messaging screen

names than their home phone numbers; 67 percent go online first to research a

topic; and 81 percent acknowledge that losing access to the Internet would affect

their personal lives and their schoolwork.

ASBJ Technology Special Report

Reprinted with permission from American School Board Journal, September 2007



46 American School Board Journal/September 2007

5. Is the computer teacher expected tohave lesson plans with specific studentlearning objectives related to technologycompetencies? Detailed lesson plans, similar

to those expected of most traditional class-room teachers, are often lacking in the com-puter classroom. Without scope andsequence, it is difficult to know when stu-dents succeed. If you need help here, ask yoursuperintendent for advice.

6. Does the software found on comput-ers reflect current classroom curriculum?Or, is the computer software outdated and sel-dom reflecting what students are doing?

Again, board members should ask the build-ing administrator to justify the points award-ed to this question.

NECESSARY INFRASTRUCTURE

This section has the most application forschool board members. Items include teachertraining, preparation, and incentives; strategictechnology planning and funding; profession-al staffing of technology facilities; and re-placement policies for technology.

7. What is the extent of technologytraining received by teachers? Many teach-

ers have received only initial training in tech-nology. As board members, you can directlyimpact this area of your program. Top dis-tricts offer continuous, on-demand technolo-

gy training for teachers, staff, andadministrators.

8. Do teachers participate on the technol-ogy committee and its subordinate teams?may seem hard to believe, but the staff mem-bers responsible for delivering instructionusing technology often are the ones omittedfrom this committee. Take a close look.

9. Who else participates on formal com-mittees, teams, and boards pertaining to

Complete each question by enteringthe most appropriate response.Transfer the points to your score (maxi-mum 200 points) and rate yourselfaccording to the following formula:A (Outstanding Program):

175 to 200 pointsB (Satisfactory Program):

125 to 175 pointsC (Modest Phase of the Technology

Facade): 100 to 125 pointsD (Moderate Phase): 75 to 100 pointsF (Severe Phase): Less than 75 points

USE OF TECHNOLOGY

Total available points: 55.

1. Are your school’s computers usedby classroom teachers or is the com-puter teacher the only educator whodispenses technology-related in-struction? (Select one)_ Computer teacher only (1 point)_ A few teachers use technology but not

regularly (3 points)_ A few teachers use technology

routinely (5 points)_ Technology is routinely used by many

classroom teachers (7 points)Your score: _____

2. Are the computer facilities in yourschool … (Select one)_ Locked during unsupervised periods

such as recess, study halls, lunch,and before and after school(Zero points)

_ Available before and/or after school(3 points)

_ Available when no classes arescheduled (5 points)

_ Open during recess, study halls,lunch, and before and after school(7 points)

Your score: _____

3. Computers are located in our …(All that apply)_ Library (1 point)_ Classrooms (3 points)_ Computer lab (3 points)

Your score: _____

4. Do classroom teachers use tech-nology for … (Rank each separately,assigning 0 points for “Never”; 1 for“Seldom”; 3 for “Occasionally”; and 5for “Routinely”)_ Grading_ Lesson preparation_ Out-of-class assignments_ Professional development

Your score: _____

5. Is the computer teacher expected tohave lesson plans with specific studentlearning objectives related to technolo-gy competencies? (Select one)_ Computer instruction is not based on

lesson plans (Zero points)_ Lesson plans are not used.There are

general goals for instruction, but nospecific learning objectives (1 point)

_ Lesson plans contain generictechnological competencies andlearning objectives (3 points)

_ Detailed lesson plans reflect specifictechnological competencies expected(7 points)

Your score: _____

6. Does your software reflect currentclassroom curriculum? (Select one)_ Software is available, but selection

was not based on teacher input andseldom reflects actual classroomcontent (1 point)

_ Software was recently purchased butis not readily available for teachersand students (3 points)

_ Software selection was based onteacher input (5 points)

_ Software is current, selection is based

The Technology Facade ChecklistABOUT THE CHECKLIST





the use and development of technology?Schools seeking to eliminate the TechnologyFacade include administrators, parents, alum-ni, community leaders, and even students on

committees. Again, as board members, youcan require by policy that a wide constituencyis represented on school-based and district-wide technology committees.

10. Does your school provide access to acomputer teacher, computer technician,network administrator, and/or a technologycoordinator? Most schools place these re-sponsibilities in the hands of a single individ-ual—sometimes even a teacher with a

full-time or part-time load. Posi-tions mean money, but short-changing a school by restrictingtechnology personnel is not wise.

11 Are your district’s tech-nology funds provided by PTA magazinedrives, bake sales, and end-of-year falloutmonies? Or are they included in the gener-al operating budget as a specific, recurringline item? A critical measure of success iswhether technology is given equal weightwith other school programs or funded onlywith leftover monies at the end of the academ-ic year. The board has an impact here for sure.

12. Do teachers who develop technolo-gy-based instructional materials receivecompensatory time, monetary compensa-tion, or other specific remuneration? Goodschools recognize excellence via newsletters,bulletins, and school board reports. Boardmembers can recognize the innovators inyour schools with little or no cost.

13. Is there a technology plan for the


A critical measure of success is wtechnology is given equal weig

other school progr

on teacher input, and it is routinelyused by teachers and students(7 points)

Your score: _____

7. What is the extent of technologytraining received by teachers? (Allthat apply)

_ Initial training over six months old(Zero points)

_ Initial training only within the last sixmonths (1 point)_ In-service training at least twice a

year (3 points)_ At least two teachers per school are

encouraged to enroll in formalinstructional technology programs(3 points)

_ Training classes available on demand,scheduled with the technologycoordinator (5 points)

Your score: _____8. Do teachers participate on thetechnology committee and subordi-nate teams? (All that apply)_ Teachers are not full voting members

(Zero points)

_ Teachers are on the hardware/ software acquisition team (3 points)

_ Teachers are on the technologybudget preparation team (3 points)

_ Teachers are on the instructionaltechnology curriculum team (5 points)

_ Teachers are on the strategictechnology planning team (5 points)

Your score: _____

9. Do parents, community leaders,alumni, and students participate onthe technology committee and itssubordinate teams? (All that apply)_ They do not participate as voting

members (Zero points)_ They are on the hardware/software

acquisition team (3 points)_ They are on the technology budget

preparation team (3 points)_ They are on the instructional

technology curriculum team (5 points)_ They are on the strategic technology

planning team (5 points)Your score: _____

10. Does your school provide directaccess to these technology profes-sionals? (All that apply)_ None are employed in our school

(Zero points)_ Computer teacher (3 points for

part-time; 7 points for full-time)_ Technology coordinator

(full-time only)—(5 points)_ Computer technician (1 point for

part-time; 3 points for full-time)_ Network administrator

(full-time only)—(3 points)Your score: _____

11. How is technology funded in yourschool? (Select one)_ Funded with year-end fallout money

(1 point)_ Included in the operating budget

under a miscellaneous account(3 points)

_ Included in the general operatingbudget (5 points)

_ Is its own specific, recurring line item(7 points)

Your score: _____

12. Does your school recognizeteachers who develop technology-based instructional materials?(Select one)_ No remuneration or recognition

program (Zero points)_ Excellence recognized in newsletters,

INFRASTRUCTURE

Total available points: 104.

Continued on next page.




48 American School Board Journal/September 2007

school and is it revised regularly? A viabletechnology plan is critical to meeting theschool’s long-range goals. Insist on it. A five-year-old plan needs your attention.

14. Does the school’s technology plancontain the following: vision/mission state-ment; demographics; procedures for pur-chasing, maintenance, facilities, andsecurity; curriculum impact; a plan for theuse of technology for lifelong learning, spe-cial-needs learners, and exceptional learn-ers; and an evaluation plan? Many plans arein “name only.” A viable plan includes most, if not all, of the items mentioned in this question.

15. Are the majority of computers in the

school less than two years old and capable of running today’s educational software pack-

ages? Some schools declare their commitmentto technology while employing outdated sys-tems. Run your next school board meeting in acomputer lab and find out for yourself.

INSTRUCTIONAL STRATEGY

For school board members, this might be themost difficult section of the checklist to mea-sure. Don’t be snowed by the Technology Fa-cade—look for proof.

16. For technology-based lessons, hasthe school developed a “scope and se-quence” to include technological compe-tencies for all students, by grade and

subject area? “Scope and sequence” is a toolused by educators to design a curriculum with

explicit learning objectives (scope) deliveredin a precise arrangement (sequence). As aboard member, ask to see the scope and se-quence and let the curriculum director ex-

plain it so you understand it.17. When using technology-based

lessons in the classroom, do teachers pre-pare their own handouts, study guides, andworkbooks to guide the lesson presenta-tion? An overreliance on off-the-shelf instruc-tional materials is one indication that teachersare not truly committed to learning how to useinstructional technology. They should designsome of their own materials to ensure instruc-tion is addressing their students’learning

styles. This saves money and ensures thatteachers are differentiating instruction.

bulletins, and school board reports(1 point)

_ Formal awards program recognizesteachers (5 points)

_ Teachers receive time off, monetarycompensation, or other specificremuneration (7 points)

Your score: _____

13. Is there a technology plan for theschool? (Select one)_ No plan exists (Zero points)_ The district has a general plan but no

local building plan exists (1 point)_ The school has an informal

technology strategy, but no formalplan has been prepared (3 points)

_ Yes, but it needs to be revised or hasnot been revised in the previous twoyears (5 points)

_ Yes, and it is revised at least annually(7 points)

Your score: _____

14. Does your school’s plan containthe following? (All that apply)_ No plan exists in our school

(Zero points)_ Vision/mission statement (1 point)

_ Demographic review of teachers,students, and community (1 point)

_ Technology-related purchasingprocedures (1 point)

_ Periodic and on-call maintenance forinstructional technologies used inclassroom teaching (1 point)

_ Security plan regarding physicalthreats, human threats, and Internetthreats to technology (1 point)

_ Formation and operation of a viablecommittee with diverse membership(2 points)

_ Impact of technology integrationon the curriculum (2 points)

_ Technology uses for lifelong learning,special needs learners, andexceptional learners (2 points)

_ A comprehensive facility plan forinstallation and periodic upgrades(2 points)

_ A formal plan for formal and informalcontinuous evaluation (3 points)

Your score: _____

15. Rate the computers in yourschool’s lab and classrooms.(All that apply)_ Most machines are less than three

years old (1 point)_ Most machines are CD-ROM-capable

(1 point)_ Most machines are connected to

printers (1 point)_ Most machines are connected to the

Internet (2 points)Your score: _____

16. Has your school developed a“scope and sequence” specificallyaddressing student technology com-petencies? (Select one)_ None available (Zero points)_ A scope and sequence available only

for graduating students (e.g., eighth-graders and high school seniors)—(3points)

_ A scope and sequence available forselected grades (first, fourth, eighth,10th, 12th)—(5 points)

_ Comprehensive scope and sequenceavailable for all students, by gradeand subject content area (7 points)

Your score: _____

INSTRUCTIONAL STRATEGY

Total available points: 41





18. Is there evidence of behaviorallearning objectives? A teacher’s lesson planshould include specific learning objectives(based on a preference for the behavioral,

cognitive, or humanistic teaching style) whenusing technology-based resources. This mayseem technical, but ask your curriculum di-rector to explain.

19. Are computer labs available forscheduling without significant delays orare they always filled with students whoare “required” to receive a certain amountof lab time each week? The Technology Fa-cade manifests itself all too often by comput-er labs occupied by students who are there

only because “every student gets two hours of computers every week” whether they are ad-

dressing technology competencies or not.Can other teachers use the lab too?

20. Do students in the computer class-room/laboratory describe their experience

as play time or preparation for self-learningand future vocations? Students know whentheir computer time is productive. Ask them.

HOW DO YOU FARE?

How will your district’s schools fare on theTechnology Facade test? The answers maysurprise you.

It is important to note that it is not appropri-ate to compare the score of one school to an-

other within your district, and particularly notto another school in another district. The cor-

rect application of the checklist is to obtain aparticular school’s score early in the academicyear. Then, reapply the checklist toward theend of the year and compare scores to see how

actions you have taken affected your score.Hopefully, your scores will increase as

you and your fellow board members seek toaddress all the elements that make up a soundinstructional technology program. s

Lawrence A. Tomei ([email protected]) is associavice president for academic affairs at Robert MoUniversity and a school board member forPennsylvania’s Montour School District. He is thauthor ofThe Technology Facade: Overcoming

Barriers to Effective Instructional Technology in Schools (Allyn & Bacon Publishers, 2002).


17. When using technology-basedlessons in the classroom, which re-sources do teachers personally de-velop and use for instruction?(All that apply)_ Text-based materials such as

handouts, study guides, and workbooks to guide the lesson (5 points)

_ Visual-based resources such asPowerPoint slides or overheadtransparencies to supportpresentation (5 points)

_ Web-based course home pages forstudent discovery and cooperativelearning (5 points)

Your score: _____

18. Lesson plans should include spe-cific learning objectives when usingtechnology-based resources. Is thereevidence of learning objectives con-sistent with accepted educationalpsychology? (Select one)_ Learning objectives are not identifi-

able in lesson plans (Zero points)_ Learning objectives are used but for

technology-related lessons, it isdifficult to identify criteria for success-ful student learning (1 point)

_ Behavioral objectives are used.Theyinclude components of behavior(actions to be performed), condition(instructional tools), and criteria(assessment standards)—(7 points)

_ Cognitive objectives are used.Theyinclude components of discoverylearning (student-centered growth),constructivism (building of newmeaning), and reception learning(structured learning)—(7 points)

_ Humanistic objectives are used. Theyinclude components ofindividualization (student-tailoredinstruction), affective education(values training), and intrinsiclearning (learning for its ownsake)—(7 points)

_ Behavioral, cognitive, and humanisticlearning objectives are used. Criteriafor success are readily identified—(7points)

Your score: _____

19. Describe what typically happenswhen teachers wish to use technolo-gy resources to present a lesson.(Select one)_ Labs or technology resources are

often unavailable (Zero points)_ The technology teacher or coordinator

must present the lesson (1 point)_ Technology must be transported into

the classroom for the session(3 points)

_ Labs or technology resources areavailable for scheduling withoutsignificant delays (5 points)

Your score: _____

20. How do students in grade 6 andabove describe their experience inthe computer classroom/laboratory?(Select one)_ Play time or game time (Zero points)_ Unstructured, not sure of expected

learning outcomes (1 point)_ Applicable to what they are covering

in class (5 points)_ Appropriate for current classes and

important for required/anticipatedfuture skills (7 points)

Your score: _____

Adapted fromThe Technology Facade: Overcoming Barriers to Effective InstructionalTechnology in Schools by Lawrence Tomei, copyright © 2002 Allyn & Bacon, publishers.


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