Running Head: MODULE 3: TECHNOLOGY PLANNING 1
Module 3: Technology Planning
Manda Cawthon
Cynthia Dixon
Victorie Penn
Sarah West
FRIT 7232
MODULE 3: TECHNOLOGY PLANNING 2
Technology Planning Resources
Barnett, H. (2001). Successful K-12 Technology Planning: Ten Essential Elements. ERIC
Clearinghouse on Information and Technology Syracuse NY. Retrieved from
http://www.ericdigests.org/2002-2/ten.htm
In this article, Harvey Barnett outlines ten steps to follow when developing a thoughtful
technology plan. The ten steps include creating a vision, getting input from stakeholders,
gathering data about present use, and reviewing research about technology use and its
impact on student learning. Another step is integrating technology into the curriculum
and recognizing the barriers teachers face when attempting to integrate technology. The
remaining steps are committing to professional development, ensuring sound
infrastructure, allocating appropriate funding, planning for ongoing monitoring and
assessment, and preparing for tomorrow.
GaDOE Instructional Technology. (n.d.). Retrieved from https://www.gadoe.org/Technology-
Services/Instructional-Technology/Pages/default.aspx
The Georgia Department of Education Instructional Technology webpage has a link to
the 2013 Tech Plan Rubric. The rubric is a word document linked under the System
Technology Planning heading. The GaDOE rubric provides a guide for districts
developing a technology plan.
ISTE Standards. (n.d.). Retrieved from http://www.iste.org/standards
The ISTE Standards provide the framework for technology in schools. They set the
courses in motion with what is required from the district level, to the administration, to
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the media specialists, to the teachers, and down to the students. With the standards set,
the technology plans should be simple to write based on what is required. The writers of
the plan already have what they need to know and follow.
Johnston, J., & Barker, L. T. (Eds.). (2002). Assessing the Impact of Technology in Teaching and
Learning. Retrieved from http://www.rcgd.isr.umich.edu/tlt/TechSbk.pdf
This journal article provides a guidebook for technology planning. Each learning domain
is broken down, and resources are provided to meet each student in their domain. There
are also resources in the article for teachers to change how they are teaching to
incorporate technology and how to improve technology skills. When the plan is written
by the district, and the schools/teacher must follow, they can use this article to help
implement the plans.
National School District Technology Master Plan 2014-2018. (2014). Retrieved
from http://nsd.us/district/plans/technology_plan.pdf
This technology plan from The National School District in California may serve as an
exemplar for a thorough technology plan. The plan was initiated in 2014 and continues
until 2018, so it is current and is a good example of a district moving forward in
technology innovation. It includes all the aspect of an effective technology plan with an
overview of the stakeholders, budget, curriculum, ongoing evaluation of effectiveness,
and professional development. The Appendices include the National technology
Standards as well as the Technology Performance Standards with recommendations for
models and acceptable use policies. It includes the goals and measurable objectives for
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the effectiveness and impact of the plan. This plan is excellent in that it provides a clear
analysis of the current status of the district in technology resources, equipment, and
proficiency of the faculty and students in using it and then provides a clear plan for
implementation of the path that the district is to follow in the next few years.
Norton, S. N. (2013). Technology Planning: Designing the Direction to Get There. Knowledge
Quest, 42(1), 64-69.
Sylvia Nortons article examines the steps to create a technology strategic management
plan. Goals and strategies, professional development, budget, and assessment and
evaluation are described in detail and guiding questions are included for self-checking.
Additional emphasis is made on creating a community of practice and an understanding
that technology planners play an important role in positive student outcomes.
Office of Educational Technology. (n.d.). Retrieved from http://tech.ed.gov/
This website is the official site for the Office of Educational Technology. It includes the
National Educational Technology Plan and its vision for accessibility, equity, and
leadership. Its mission is to support learning everywhere all the time. It include resources
for students and parents on internet safety and keeping students data safe in a digital age.
It provides resources for funding and guidelines for teachers, school districts and leaders
in developing technology plans and supporting and implementing them. It provides data
from research to support the integration of technology into education. It links this vision
to the government initiatives and provides resources for professional learning for
teachers, students and schools to be Future Ready.
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Overbay, A., Mollette, M., & Vasu, E. S. (2011). A Technology Plan That Works. Educational
Leadership, 56-59. Retrieved from http://eval.fi.ncsu.edu/wp-content/uploads/2013/03/a-
technology-plan-that-works.pdf
In this Educational Leadership article, the authors explain 5 things to keep in mind when
new technologies are being implemented from technology plans. The first lesson reminds
the reader that it is not the technology that is important, it is the people who are affected
by it. The next lesson brings to attention that the technology plan should fit the school,
and not vice versa. The third lesson points out that delivering equipment or uploading
new software is not useful unless professional development is provided. The fourth
lesson stressed collaborative planning sessions between teachers, media specialists, and
computer technology teachers. The final lesson was to plan adequately for teacher
turnover depending on your school. If turnover is high, the technology initiatives will
need to be redelivered often to maintain full implementation.
Southeast Disability and Business Technical Assistance Center (DBTAC). (2005). Promising
Practices of in Information Technology Accessibility in K-12 Education in the Southeast Region.
Retrieved from http://adasoutheast.org/ed/edaction/promising_practices_K12.doc
This document from the Southeast Disability and Technical Assistance Center outlines
myriad resources in the Southeastern states. Its mission is to assist colleges and K12
Schools in promoting the use of accessible information technology in educational
settings. It has a section for each state with projects from each state with resources from
government and local agencies. It also includes the outcomes and impacts of each project.
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For example, in Georgia, a Georgia Accessibility Rally (GAR) was designed to create
new, accessible Internet sites for rural Georgia schools, train students in accessible Web
design techniques, and build the capacity for teachers and administrators to create
accessible information technology opportunities for all students. Four schools were
selected and the outcomes were that they found that teachers had very little knowledge
about website design and the barriers that exist for students with disabilities. The staff
had to train the teachers with basic knowledge to make the rally successful.
U.S. Department of Education, National Center for Education Statistics. Technology in Schools:
Suggestions, Tools, and Guidelines for Assessing Technology in Elementary and Secondary
Education, NCES 2003313, prepared by Tom Ogle, Morgan Branch, Bethann Canada, Oren
Christmas, John Clement, Judith Fillion, Ed Goddard, N. Blair Loudat, Tom Purwin, Andy
Rogers, Carl Schmitt, and Mike Vinson of the Technology in Schools Task Force, National
Forum on Education Statistics. Washington, DC: 2002. Retrieved from
http://nces.ed.gov/pubs2003/2003313.pdf
This handbook, from the National Forum of Education Statistics, provides a guide for
assessing the use of technology in elementary and secondary education. It covers seven
primary topics: technology planning and policies, finance, equipment and infrastructure,
technology applications (software and systems), maintenance and support, professional
development and training, and technology integration. Each topic includes key questions,
indicators, and data elements. It is intended to provide decision makers with the kinds of
information needed when assessing and planning technology use.
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Rubric for Assessing Technology Plans
1
4 3 2 Needs
Element Exemplary Excellent Satisfactory Improvement
All goals clearly align Most goals align Some goals align Little to none of the
with the mission with the mission with the mission goals align with the
statement. statement. statement. mission statement.
All goals are SMART Most goals are Some goals are Little to none of the
Goals (specific, measurable, SMART (specific, SMART (specific, goals are SMART
achievable, results- measurable, measurable, (specific,
focused, and time- achievable, achievable, measurable,
bound). results-focused, results-focused, achievable, results-
and time-bound). and time-bound). focused, and time-
bound).
Professional Professional Professional No professional
development development development development
opportunities are opportunities are opportunities are opportunities are
planned with current planned with planned, but do planned.
and upcoming current OR not account for
technologies in mind. upcoming current and Teachers may not
technologies in upcoming request professional
Teachers may request mind. technologies. development when
professional needed.
development when Teachers may Teachers may
needed and it is request request Help is not
delivered within 2 professional professional available to teachers
weeks. development when development when technology
needed and it is when needed and problems occur OR
Help is available to delivered within 3 it is delivered help is available but
Professional teachers quickly when weeks. within 4 weeks. the process takes
technology problems over a week.
Development
occur (Immediately- Help is available Help is available
24 hours). to teachers when to teachers when
technology technology
problems occur, problems occur,
but the process but the process
takes time (1-2 takes time (3-5
days). days).
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Provides clear and Identifies Provides general Assessment is
comprehensive minimum description of absent or provides
requirements. standards and hardware, little or vague
Assessment of requirements for software and information on
tele- Plans for services computer connectivity support needed.
communication available and those hardware, standards and
that are needed to software, and requirements.
services, support technology connectivity.
hardware, use (network, Describes some of
software, and computers, and Describes the the existing
other services software). types of learning learning
needed environments that environments and
currently exist and vaguely describes
those to be created those to be
by the plan. created
Provides a detailed Provides a plan for Provides an Does not address
plan for compliance compliance with unclear or vague the Americans with
with the Americans the Americans plan or reference Disabilities Act.
Accessibility of with Disabilities Act with Disabilities to the American
that includes clear Act, but Disabilities Act
technology procedures and procedures and with procedures
resources (ADA) equipment necessary. equipment and equipment
necessary may be missing.
insufficient or
unclear.
Provides budget Provides most, but Does not provide Vague or little
summary estimate of not all of the a budget relevant information is
capital expenses budget estimate to plan goals. provided.
(hardware, software, information.
facilities, Estimates appear
infrastructure, staff Appears to be incongruent with
development, tech generally plan or
Budget support, etc.); consistent with unrealistic.
identifies possible plan goals.
alternative funding
resources.
Realistic and
consistent with plan
goals and objectives.
The monitoring The monitoring The monitoring The monitoring
process for the plan is process is process is process for the plan
described with detail. described with described without is not included at
detail. details. all.
The process includes
Ongoing specific methods of The process Methods of
Evaluation evaluation to ensure includes less evaluation are not
that the plans goals specific methods included and
are being met at of evaluation of goals are not
various points in the the goals being mentioned.
implementation of the met.
plan.
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Evaluation of Social Circle City Schools Three-Year Technology Plan
(http://www.socialcircleschools.com/docs/Social Circle Technology 2011 final.pdf)
Rubric for Assessing Technology Plans
1
4 3 2 Needs
Element Exemplary Excellent Satisfactory Improvement
All goals clearly align Most goals align Some goals align Little to none of the
with the mission with the mission with the mission goals align with the
statement. statement. statement. mission statement.
All goals are SMART Most goals are Some goals are Little to none of the
Goals (specific, measurable, SMART (specific, SMART (specific, goals are SMART
achievable, results- measurable, measurable, (specific,
focused, and time- achievable, achievable, measurable,
bound). results-focused, results-focused, achievable, results-
and time-bound). and time-bound). focused, and time-
bound).
Professional Professional Professional No professional
development development development development
opportunities are opportunities are opportunities are opportunities are
planned with current planned with planned, but do planned.
and upcoming current OR not account for
technologies in mind. upcoming current and Teachers may not
technologies in upcoming request professional
Teachers may request mind. technologies. development when
professional needed.
development when Teachers may Teachers may
needed and it is request request Help is not
delivered within 2 professional professional available to teachers
weeks. development when development when technology
needed and it is when needed and problems occur
Professional Help is available to delivered within 3 it is delivered OR help is available
Development teachers quickly when weeks. within 4 weeks. but the process
technology problems takes over a week.
occur (Immediately- Help is available Help is available
24 hours). to teachers when to teachers when
technology technology
problems occur, problems occur,
but the process but the process
takes time (1-2 takes time (3-5
days). days).
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Provides clear and Identifies Provides general Assessment is
comprehensive minimum description of absent or provides
requirements. standards and hardware, little or vague
Assessment of requirements for software and information on
tele- Plans for services computer connectivity support needed.
communication available and those hardware, standards and
that are needed to software, and requirements.
services, support technology connectivity.
hardware, use (network, Describes some of
software, and computers, and Describes the the existing
other services software). types of learning learning
needed environments that environments and
currently exist and vaguely describes
those to be created those to be
by the plan. created
Provides a detailed Provides a plan for Provides an Does not address
plan for compliance compliance with unclear or vague the Americans with
with the Americans the Americans plan or reference Disabilities Act.
Accessibility of with Disabilities Act with Disabilities to the American
that includes clear Act, but Disabilities Act
technology procedures and procedures and with procedures
resources (ADA) equipment necessary. equipment and equipment
necessary may be missing.
insufficient or
unclear.
Provides budget Provides most, but Does not provide Vague or little
summary estimate of not all of the a budget relevant information is
capital expenses budget estimate to plan goals. provided.
(hardware, software, information.
facilities, Estimates appear
infrastructure, staff Appears to be incongruent with
development, tech generally plan or
Budget support, etc.); consistent with unrealistic.
identifies possible plan goals.
alternative funding
resources.
Realistic and
consistent with plan
goals and objectives.
The monitoring The monitoring The monitoring The monitoring
process for the plan is process is process is process for the plan
described with detail. described with described without is not included at
detail. details. all.
The process includes
Ongoing specific methods of The process Methods of
Evaluation evaluation to ensure includes less evaluation are not
that the plans goals specific methods included and
are being met at of evaluation of goals are not
various points in the the goals being mentioned.
implementation of the met.
plan.
MODULE 3: TECHNOLOGY PLANNING 11
Recommendations
The Social Circle City Schools Technology Plan loosely follows the format
recommended by the Georgia Department of Technology. It includes the following components:
Vision for Technology Use, Current Reality, Communication and Marketing, and Professional
Development. The plan was submitted for approval to the State Department of Education June
11, 2011 and is a three-year plan for the time period of July 1, 2011 June 30, 2014. This plan
was evaluated using the Rubric for Assessing Technology Plans and examines goals,
professional development, assessment of telecommunication services, hardware, software, and
other services needed, accessibility of technology resources, budget, and ongoing evaluation.
After close analysis, observations and recommendations were noted below.
Goals
An exemplary score was assigned to this plan for goals. The SCSS mission statement is
precisely stated and includes twelve goals. Each goal is clearly linked to the mission statement
and is further broken down with a strategy, benchmark, evaluation method, funding
source/amount, and person responsible. This exceeds the SMART goal element of the rubric.
Additionally, the formatting shows the connection between all of these components.
Professional Development
This plan received an overall score of excellent for professional development because
although it meets some of the requirements for an exemplary score, some of the requirements fall
into the satisfactory range. Professional development is planned with current and upcoming
technologies in mind, but the timeline for delivery of professional development to teachers
requesting it is unclear. It is also unknown what method teachers use to request assistance (e-
mail, an app, verbal request, etc.). There is mention of a designated technology specialist in each
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school, with 1.5 technology specialists housed at the board of education, however there are no
guidelines for response times or professional development delivery listed for these members.
It is recommended that the plan specify how professional development should be
requested and the timeline for fulfilling each request. A turnaround time of two weeks for
professional development and less than twenty-four hours for technology problems is ideal.
Assessment of telecommunication services, hardware, software, and other services needed
An exemplary score was earned in the area of assessment of telecommunication services,
hardware, software, and other services needed. This plan clearly demonstrates a comprehensive
overview of the telecommunication services, hardware, software, and other items needed.
Benchmark goals for these items are also clearly stated. Several strategies are outlined for
maintaining and upgrading technology systems to meet the standards of the 21st century
classroom. Each strategy includes the benchmark goals, evaluation method, funding sources, and
person responsible.
Accessibility of technology resources (ADA)
This plan received a needs improvement score for accessibility. It states as one of its
goals that the vision is to provide access to the most innovative classroom technology to meet the
unique needs of all learners, but it does not mention the Americans with Disabilities Act in any
part of the plan or narrative.
It is recommended that under Goal 1, Ensuring that all staff and students will have
access to modern technology, engaging software, (and) internet resources in order to facilitate
student success within the environment, a strategy should be clarified to include compliance
with the American for Disabilities Act requirements specific to keyboard pads, mouse,
ergonomically correct equipment, chairs, desks, software, etc. It is also recommended that the
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plan should address providing training for teachers and stakeholders on the use of assistive
technology that will be available. Also, include a detailed list of equipment and software that
will increase accessibility for students. Finally, include a plan and strategies to address individual
students needs for assistive technology and to comply with IEP guidelines.
Budget
An exemplary score was given for budget. The plan gives a comprehensive view of the
budget and the funding sources, including several grants. In the Goals, Benchmarks, and
Strategies section of the plan, each strategy includes the funding source and sometimes the
amount of funding provided.
Ongoing Evaluation
A score of satisfactory was given for ongoing evaluation. Monitoring is mentioned, but
the details of the methods are missing and are not connected specifically to each goal. The plan
mentions that input from the various stakeholders will be continually monitored and evaluated,
but does not outline any specific timeline or method of evaluation. Also, it is not specific as to
which stakeholders and what types of evaluations of input of effectiveness will be measured. It
also lacks the descriptors or indicators of the effectiveness that will be measured and evaluated.
There are benchmark years for having infrastructure, equipment, software, and resources in
place, but no reference to evaluating the effectiveness of its use by students, teachers, or the
effectiveness of training.
It is recommended that a detailed plan be provided for monitoring the use of acquired
technologies for each goal, stating the methods by which each will be evaluated. Goal one is to
ensure that all staff and students will have access to modern technology, engaging software,
internet resources in order to facilitate student success within the environment. The plan should
MODULE 3: TECHNOLOGY PLANNING 14
indicate the method and measure by which student success will be evaluated (test scores,
achievement data, etc.). It should also state a detailed plan by which teachers use and integration
will be evaluated to include technology surveys, usage reports, classroom observations, and
lesson plan documentation. Goal two states that all administrators will use technology to meet
reporting requirements and to document accountability standards. A survey could be created to
measure the self- reported device proficiency of handheld devices by school level administrators
to monitor teacher performances. For goal three, utilize technology to enhance community
communication and provide additional standards based material, the plan could indicate a survey
for parents to monitor their use, understanding, and accessibility issues with Parent Portal. The
International Society for Technology Education outlines standards for teacher and technology
coaches on their website. From these standards, a criteria of evaluation of effectiveness can be
developed. Guidelines for program evaluation can be found on the following page of their
website: https://www.iste.org/explore/articleDetail?articleid=504. A process for facilitating mid-
plan corrections or responses to new developments and opportunities should be outlined and
detailed. It is suggested that these types of evaluations can be conducted with input at regular
technology resource teacher meetings or trainings, administrative meetings, and scheduled
district technology committee meetings.
Conclusion
In conclusion, the Social Circle School System has a well-developed technology plan that
clearly states the mission and vision of the district. It addresses the goals for the three-year plan
and outlines the steps to meet those goals. It assesses the current and needed telecommunication
resources, hardware, and software. and the budget needed to maintain and improve those
resources. This plan could elaborate more on professional development and how it can be
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requested, along with turnaround times for resolving technology issues. This plan does not take
into consideration the Americans with Disabilities Act. Having a plan in place to meet the needs
of all learners, regardless of ability or disability, would be advantageous to the Social Circle
School System. Overall, this technology plan appears to be reasonable and achievable.
