Technology Plan Evaluation; Module 3

Vicki Lee, Lee McFatridge, Stephen (Andy) Meyers

FRIT 7232; Visionary Leadership in Instructional Technology

Annotated List of Resources

Title:

Resources:

Paragraph Description: (the first 5 are

direct quotes from the sites, so they will
have to be changed)

System
Technology
Planning

http://www.gadoe.org
/TechnologyServices/Infrastructur
e/Pages/default.aspx

System technology plans are needed to

ensure coherent, effective use of federal,
state and local education technology funds
to support student achievement. To be
eligible for E-Rate and competitive grant
funding, systems are required to have
current, approved technology plans. A
technology plan is designed to improve
education and should cover the entire
funding year (July 1 to June 30) but not
more than three years. 2013 Tech Plan
Rubric

Technology
integration in
education in
developing
countries:
Guidelines to
policy makers

http://files.eric.ed.gov The successful integration of any

/fulltext/EJ855000.pd technology, thus ICT, into the classroom
f
warrants careful planning and depends
largely on how well policy makers
understand and appreciate the dynamics of
such integration. This paper offers a set of
guidelines to policy makers for the
successful integration of ICT into the
classroom.

Planning Your
Technology
Initiatives

http://nces.ed.gov/pub Technology plans are central to technology

s2005/tech_suite/part deployment. They can be tools of reform
_1.asp
and guidance and, as such, affect every
aspect of a technology initiative, from
inception through evaluation. In its
simplest form, a technology plan can be
informal. A local technology proponent
such as a superintendent, principal, or
teacher technophile might initiate one. At
the other end of the spectrum, a technology
plan can be quite formal and, in many
jurisdictions, require a public hearing or
another prescribed venue for receiving
input from various stakeholder groups.

E-Rate Program

Federal
Communications
Commission:
Childrens
Internet
Protection Act

6
Critical Issue:
Developing a
School or District
Technology Plan

http://www.gadoe.org
/TechnologyServices/Infrastructur
e/Pages/erate.aspx

E-Rate: Technology Planning E-Rate

requires approved technology plans as a
prerequisite for receiving Internet access or
internal connections discounts. There are
five specific areas that the technology plan
must address in order to be meet E-Rate
compliance and receive technology plan
approval. These include compliance with
the Childrens Internet Protection Act
(CIPA) that protects children from lewd
images.

http://www.fcc.gov/g
uides/childrensinternet-protectionact

This website outlines the requirements for

the Childrens Internet Protection Act
(CIPA), which enables school systems to
get discounted internet access if their
internet connections have filters to protect
children while using the internet.

http://www.ncrel.org/
sdrs/areas/issues/meth
ods/technlgy/te300.ht
m

This Critical Issue was written by Alan

November, senior partner at Educational
Renaissance Planners in Evanston, Illinois,
and Carolyn Staudt, an educational
consultant, in conjunction with Mary Ann
Costello, a free-lance writer, and Lynne
Huske, Pathways coordinator at North
Central Regional Educational Laboratory.

School Technology
Plans

http://www.jefferson.
k12.ky.us/Department
s/DigitalTechnology/
School_Technology_
Plans.pdf

This site has all the schools technology

plans of an entire county in one document.
It is very useful because it is uniform and
consistent.. Each school in the county has
the following information: Current
Technology, Goals, Funding, Budget,
Monitoring and Evaluation.

Planning for 21st

Century
Technologies in
Schools

http://www.thethinkin
gstick.com/files/plann
ing-for-21st-centurytechnologies.pdf

A 21st Century Tech Plan looks to bring

people and resources together. A system
that allows all school stakeholders to log
on through a single system and access the
information they need when they need it. It
should allow stakeholders to communicate
more efficiently. By creating a network of
users, you allow them to connect to each

other, forming relationships that are natural

to students today.
9
Transforming
Schools with
Technology

10

11

Why
Integrate
Technology
into the
Curriculum
?: The
Reasons Are
Many

5 National Ed
Tech Goals for
2015

http://www.nais.org/
MagazinesNewsletters/ISMagazi
ne/Pages/Transformin
g-Schools-withTechnology.aspx

This remarkable set of characteristics

explains why computers, the Internet, and
the World Wide Web became pervasive so
quickly and digital technology will
become even more remarkable as prices
continue to drop, new capabilities become
feasible, and various media converge. The
proliferation of jargon (Internet II, HDTV,
Web 2.0, even Web 3.0) is confusing. What
is important is how digital tools actually
help schools meet key education goals. We
don't have to be out front on the cutting
or bleeding edge of technology. We
don't have to invent new learning skills for
the 21st century. We just need to keep
focused on our mission in education and be
aware of the many ways digital technology
can help us transform our schools into the
schools we say we want.

http://www.edutopia.
org/technologyintegrationintroduction

Technology also changes the way teachers

teach, offering educators effective ways to
reach different types of learners and assess
student understanding through multiple
means. It also enhances the relationship
between teacher and student. When
technology is effectively integrated into
subject areas, teachers grow into roles of
adviser, content expert, and coach.
This site also has a response piece.

http://www.centerdigi
taled.com/policy/Nati
onal-Ed-Tech-Goals2015.html

Over the past 18 months, education

researchers have written and edited the
plan with input from the public, industry,
educators and students.
Is your school or district already meeting
some of these goals?

12 Technology
Planning:

Norton, s. K. (2013).
Technology planning:

This is an education magazine article

written by an ALA Board member that

Designing The
Direction To Get
There.

13 Using Systems
Thinking to
Leverage
Technology for
School
Improvement:
Lessons Learned
from AwardWinning
Secondary
Schools/Districts.

designing the
direction to get there.
Knowledge Quest,
42(1), 64-69.

discusses technology implementation in

schools. It includes technology planning,
goals, budgets, assessments and
development of educators. Also mentioned
are the roles of school leadership and how
school media specialists are an integral part
of technology planning.

Levin, B. 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 In
Education), 46(1), 2951

This is a journal article that summarizes the

technology planning efforts of eight
different school systems in America. It
includes results of focus groups, interviews
with participants, observations and offers
helpful dos and donts based on lessons
learned. A literature review on
technology integration is also included in
the article.

14 A Technology Plan Overbay, A.,

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

This is an article from an education

magazine that discusses five main areas
that technology directors and
administrators should keep in mind when
attempting new technology integration in
schools. These include: allowing the
[technology] plan to fit the school and
considering staff turnover, also
advocating for development of staff and
ensuring collaboration among decisionmakers and those the plan will affect.

15 National Center
on Accessible
Instructional
Materials

This website is for educational system

stakeholders and offers information and
resources for integrating technology into
curriculum so that any learner will be able
to understand and participate in active
learning, including those with disabilities..
The resources include an overview of the
Individuals with Disabilities Education Act

http://aem.cast.org/po
licies/nimas-and-aimin-idea.html#.VNBAebF-So

(IDEA). There are also links to the

Universal Design for Learning principles
website.

The Technology Plan that our group used in the evaluation below was the
Pickens County School District (PCSD) in Jasper, GA.
Pickens County Board of Education; Three Year Technology Plan; July 1, 2011 - June 30, 2015.
(2014, January 31). Retrieved February 15, 2015, from
http://www.pickens.k12.ga.us/PCTechnology Plan revised 1-31-14 sm.pdf

Technology Plan Evaluation Rubric

1
Weak
Goals

Technology
Plan goals are
not present or
measurable;
goals are
general and do
not address
system change

Professional
Development

No professional
development
plan is in place
to train staff
with integrated
technology and
resources

2
Limited

3
Strong

Technology
Technology
plan goals are plan goals are
measurable,
measurable,
but do not
and address
address all
some systems
aspects of
changes of
technology
systems
integration
including
systems
equipment and
including
people..
equipment and
people.
A general
Professional
development
plan is
outlined and
includes
technology
resources to
integrate into
curriculum.

4
Excellent

Score
Totals

All of the
Technology plan
goals were met in
projected timeline
and includes all
systems changes.

A general
The plan includes
plan of
specific instruction
professional and development for
development
all educators and
is in place to
support staff with a
train staff with
timeline for
technology
completion. Specific
and resources,
technology
but has no
assistance planning
timeline for
is in place.
completion.

Assessment of
There is no
Assessment
Assessment
telecommunicat
assessment
plan for
plan for
ion services,
plan for
telecommunica telecommunic
hardware,
telecommunicat tion service,
ation service,
software needed
ion service,
hardware, or
hardware, or
hardware, or
software
software
software
needed is
needed is
needed.
mentioned, but identified and
lack the detail
articulated,
to build into an but solutions
action plan.
and
suggestions
lack detail or
clarity.

Assessment plan for

telecommunication
service, hardware, or
software needed is
identified and
addressed, with
recommended
solutions, budgets,
and responsibilities.

Accessibility of
technology
resources
(ADA)

The plan utilizes

every alternative
learning methods
and makes
accommodations for
learning using
technology such as
voice, interactive
graphics and, braille
for students with
disabilities.

Budget

Ongoing
Evaluation

There is no
plan that
addresses needs
of students with
disabilities

System has no
budget and no
plans of
funding for
implementing
technology
and/or
resources

There is no
option for
future
evaluation of

The plan
outlines few
accessibility
options for
students with
disabilities.

The plan
incorporates
some
alternative
learning
modes
according to
the
Individuals
with
Disabilities
Act
Requirements

System has no System has a

System has a
budget for
small budget sufficient budget for
implementing
that is
implementing
technology
adequate for
current technology
and/or
implementing and/or resources, and
resources, but
technology
has a strong plan of
has a strong
and/or
raising future funds
plan for raising
resources
the funds
short term, but
has a weak
plan of raising
future funds
There is an
outline for
future
evaluation of

A future
evaluation that
includes
infrastructure

A comprehensive
evaluation of
technology use
including

the technology
plan

technology
plan that
involves
technology
infrastructure

and staff use

is in plan.

infrastructure, staff
use and student
satisfaction is
planned on specific
timeline.

Total score (out of 24)

14

Recommendations for improvements:

Goals:
Technology plan goals are measurable, but do not address all aspects of technology integration
systems including equipment and people. Although the Pickens County plan mentions various
technology resources that are available to teachers and students, the standard of allowing interactive
student involvement seems to be lacking. The goals stated on pages 11-14 of the PCSD plan mainly
address updates in classrooms, such as projectors and sound systems. The goals should have a more
in depth plan that utilizes online learning communities and interactive tools that allow students to be
engaged with technology, including technology based assessments that are routinely used throughout the
school year and not only for grade exit exams. (http://www.centerdigitaled.com/policy/National-EdTech-Goals-2015.html) .
Professional Development:
A general Professional development plan is outlined and includes technology resources to integrate
into curriculum. Pickens County has outlined that they will hold many collaborative learning
opportunities (meetings) for teachers and staff to share their strategies, results, observations, etc. related to
professional learning plan goals. In order for teachers to accomplish tasks and stay updated with the
constant evolution of technology, there must be concrete training in place on how to utilize technology
best for their classrooms. Too many times technology is thrown into a teachers classroom with the
expectation of her/him using it. However, they receive no training on the device.
Assessment of telecommunication Services, hardware, software, other services needed:
Assessment plan for telecommunication service, hardware, or software needed is mentioned, but
lack the detail to build into an action plan. There should be a plan to implement the Childrens Internet
Protection Act (CIPA) in order to protect children from harmful and obscene images and potential online
predators. PCSD should have a plan in place that utilizes an acceptable internet filter such as those
described on the Georgia Department of Education website that enables a school to get an E-rate for
internet use for compliance with CIPA http://www.gadoe.org/TechnologyServices/Infrastructure/Pages/erate.aspx. CIPA is outlined on the Federal Communications Commissions
website: http://www.fcc.gov/guides/childrens-internet-protection-act.
ADA Accessibility:

There is no mention in the PCSD plan for providing access to students with disabilities. In order for
the PCSD plan to be current with Individuals with Disabilities Education Act (IDEA), there should be a
detailed plan that provides for access and modification of educational curricula materials, including: large
print or braille, use of voice technology. For the purposes of a modern technology plan, an example could
be for PCSD to implement the Digital Accessible Information System (DAISY) that translates text to voice
for visually impaired students http://aem.cast.org/creating/daisy-and-nimas-in-html.html#.VN-GFObF-So.
Budget:
System has a small budget that is adequate for implementing technology and/or resources short
term, but has a weak plan of raising future funds. The current goals of the Pickens County Technology
plan are to place LCD projectors and 5 working computers in each classroom. The long-term financial
strategy clearly states where the funds for the projectors will come from, but fails to allocate any money
towards purchasing the 5 computers per classroom. Also, the funding is vague as to where it will come
from, stating that they will reach their goals with ESPLOST or other funds where applicable. A plan
needs to be in place for where these funds will come from as well as exactly how much is needed to
complete any set goals http://www.gadoe.org/Technology-Services/Infrastructure/Pages/default.aspx.

Ongoing Evaluation:
A comprehensive evaluation of technology use including infrastructure, staff use and student
satisfaction is planned on specific timeline. In order to evaluate the plan and have it remain fluid and
continuous, each school in the district has a technology committee, each school also has their own threeyear plan. All stakeholders, at the school level, have input of this school plan. One member from each
school committee serves on the district technology committee to develop extensive technology goals and
evaluations for these goals. From this venue is how the comprehensive district plan is developed. The
system plan is reviewed and revised yearly, by evaluating how technology is enhancing student learning as
well as improving student achievement. Major revisions to the district plan are then submitted to Georgia
DOE every three years.