Visionary Leadership in Instructional Technology

Technology Plan
Evaluation
By Andrew Elrod, Rhonda Elton, Steven Hill, and Chasity Howard

Technology Plan Evaluation

Annotated Bibliography
Education World: The Vision of the National Educational Technology Plan An Interview with
OET Director Susan Patrick. (n.d.). Retrieved from
http://www.educationworld.com/a_tech/tech/tech212.shtml
In 2005, the U.S. Department of Education released the National Educational Technology
Plan. This report assessed both the current state of technology in U.S. schools and
provided solid recommendations for progress. Education World interviewed Susan
Patrick, director of the DOE's Office of Educational Technology and a primary designer
of the report, to share her opinions about the strength of the NETP.
Guide Book for Developing an Effective Instructional Technology Plan
Retrieved from http://www.nctp.com/downloads/guidebook.pdf
The Guidebook for Developing an Effective Instructional Technology Plan was created
by graduate students enrolled in Seminar in Planning for Instructional Technology at
Mississippi State University. The guidebook was developed in response to needs voiced
by educators around the world. Graduate students maintained rigorous contact with
technology planners in a wide variety of locations and institutions.
National Education Technology Plan: Retrieved from http://tech.ed.gov
In an effort to transform American education, the National Education Technology plan
(NETP) provides a model of learning that is centered on technology. With technology at
the core of every aspect of our daily lives, the plan asks for engaging and empowering
technology enriched curriculum for all learners. The model focuses on goals and
recommendations in five areas: learning, assessment, teaching, infrastructure and
productivity.

Technology Plan Evaluation

Nguyen, F., & Frazee, J. P. (2009). Strategic technology planning in higher education.
Performance Improvement. doi:10.1002/pfi.20093
Often, universities struggle to plan for future needs and growth. As student populations
change and as technologies change, it is a struggle to support the needs. This article gives
a detailed description of the process that organizations can use to design a strategic plan
for technology that addresses the short and long term needs. The article reviews a case
study of how this process was used to design a technology plan at San Diego State
University.
Norton, S. K. (2013). Technology Planning: Designing the directions to get there.
Knowledge Quest, 42(1), 64-69.
This article presents information on the guidelines of the American Association of School
Librarians (AASL) in the United States. The AASL emphasizes on making technology
plans that reflect higher levels of technology integration. The article gives components
and key questions to consider in developing a technology plan. The components include
goals and strategies, professional development, budget, assessment and evaluation, and
influence for leadership. The information provided in this article gives excellent insight
on how each one of this factors contribute to the technology plan and how schools need
to implement best practices in each area.
Porter, B. (2003). Technology Planning: Strategies for Stoking the Catalysts of Change
Learning & Leading with Technology, 30(6), 1-13.
This article created by the International Society for Technology in Education discusses
three planning phases in technology education. Each phase has different characteristics of
technology planning and assessment. A checklist is included to determine which phase a
school is currently in. Each phase includes a purpose(s) and scope of planning process,
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Technology Plan Evaluation

the membership of the planning committee, implementation goals, the learning uses
supported by technology, changing expectations, staff development approaches, and
evaluation/accountability needs. This article can help schools and our group evaluate
what phase the school is in that we are currently investigating.
Resources for Technology Planning and Evaluation. (n.d.). Retrieved from http://www.sunassociates.com/resources/evalpln.html
Many resources useful for technology planning are also useful for evaluating technology
implementation efforts. There are two primary reasons for this. First, evaluation should
be rooted in an examination of your plan's vision and goals for technology. In essence,
you want to evaluate your progress in meeting those goals. In this way, planning tools
which assist you in creating good goals will also help you evaluate. Second, is that the
biggest challenge faced by districts setting out to create evaluations is that they have no
adequate plan upon which to base their evaluation. Thus, evaluation efforts often revert to
efforts to update (i.e., re-write) the district plan.
Revenaugh, M. (n.d.). 10 tips for School Technology Planning. Scholastic.com. (n.d.). Retrieved
from http://www.scholastic.com/browse/article.jsp?id=52
This resource provides ten powerful tips to consider when constructing a school
technology plan. Some tips included consist of: keep first things first, sell on strategy
and spend on tactics, think open, get smart about data, share the risk, and learn from a
kid. Knowing that schools are to plan ahead and provide the best possible technology
plan for their system and school while balancing budgets, developing infrastructure, and
professional development opportunities can sometimes become overwhelming. These tips
provide excellent information on creating an overall plan that is safe, user friendly, and
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Technology Plan Evaluation

engaging for administrators, teachers, and students. These tips allow us to view a
technology plan in simple concrete terms to analyze the technology plan.
Technology for Personalizing Learning the 2012-2015 Vermont Educational Technology Plan
Retrieved from http://education.vermont.gov/documents/EDUEd_Tech_2012_2015_Technology_Plan.pdf
This article gives five great examples of goals: Student Centered Learning, Leadership in
Student Centered Environment, Flexible Learning Environments and Pathways, Engaging
Community Partners, and Effective Local Technology Plan Evaluation. It also shows the
state plan and it is to be used to create local plans. Within the example of the local plan, it
gives real world examples of what teachers and schools are doing to achieve the goals. It
states who should be included on the technology planning committee.
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
In the light of integrating technology in schools it is important for schools to have clear
objectives to achieve a technology plan suitable to their system. This article provides an
integrated research-based model on technology planning in schools. The TPS model
contains a product and process perspective. Dimensions of this model include a content
dimension, interaction dimension, support dimension, and product dimension.

Technology Plan Evaluation

Rubric for Evaluation of Technology Plan

Does Not Meet

Meets

Exceeds

Mission/Vision

There is no indication
of an articulated
mission or vision in
this technology plan.

The mission/vision
focuses on the
technology outcomes
and avoids the
learning outcome
issues.

The mission/vision is
all-inclusive dealing
with learning
outcomes, not just
technology outcomes.
The statement
recognizes the
learning process skills
and values.

Goals and
Objectives

General learning
goals are not clear or
are not present in this
technology plan.

The goals are broad

and inclusive but are
not entirely clear.
They are related to
objectives, but are not
measurable.

The goals are broad

and inclusive,
addressing teaching
and learning needs.
The goals are clear
and measurable. The
objectives are related
to the goals and
further information
defines how they will
be met.

Assessment of
Telecommunicatio
n Services

No assessment of
telecommunication
services is included.

The plan provides

some assessment of
telecommunication
services but in a
general sense not
specific to the
effectiveness of the
technology plan as a
whole.

The plan includes a

comprehensive
assessment of
telecommunication
services including
connectivity,
upgrades, services,
and electronically
delivered learning
resources.

Needs Assessment

Needs Assessment is
absent, incomplete or
is submitted late.

Technology has been

assessed and analyzed,
but may not include
summaries of
information from all
elements in the
technology surveys.
Submitted on time.

Assessment is
comprehensive and
contains detailed
information from
hardware resources,
technology needs
assessment and
Maturity Model
Benchmark surveys;

Technology Plan Evaluation

identifies use by
students and staff, and
training received and
desired. Submitted on
time.
Technology and
Learning
Statement

Technology and
Learning statement
absent or provides
incomplete
information on the
current use or future
role of technology in
the school or district
and how it will
enhance learning; or
submitted late.

Provides overview of
the current and future
use of technology in
enhancing the
teaching-learning
process for students.
Little detail on how
technology will be
integrated into
learning and
curriculum. Submitted
on time.

Provides clear and

strong description of
how technology is
currently used in
learning environment
and ways it will be
used to achieve
instructional
outcomes; describes
how technology will
enhance curriculum
and teaching and
learning strategies; is
tightly coupled to
other reform efforts;
indicates what
students will do
environment;
submitted on time.

Professional
Development

There is no indication
of professional
development being
provided in the
technology plan.

The professional
development indicated
in this technology plan
is multi-year, needs
based and on-going.
There is allocation of
resources needed to
maintain and support
the professional
development.

There is indication
that funding is
provided for
technology integration
in this technology
plan. There is an
evaluation plan in
place to monitor
professional
development in
technology
integration.

Budget

No funding process is Broad and general

included.
funding methods are
included. These
methods are limited to
traditional resources.

The plan includes a

specific funding
process is included
which describes in
detail traditional and
nontraditional
resources. The

Technology Plan Evaluation

funding describes how

each aspect of the
goals and objectives
will be met.
Evaluation

Timeline

Conclusions and
Recommendations

No evaluation
instrument is
included. There is no
mention of progress
monitoring, data
collection/analyzing
or use of results.

An evaluation
instrument is included
that lacks details
concerning progress
monitoring, data
collection/analyzing,
or use of results.

The plan includes an

evaluation instrument
is included that clearly
identifies progress
monitoring of the
goals and objectives,
data collection and
analyzing, and how
results will be used
for future planning.

No timeline for
implementation is
included.

A broad or nonsequential timeline is

included in the plan.

The plan includes a

clear and defined
timeline which
addresses the
implementation of the
goals and objectives.

Conclusions and
recommendations are
missing or are not
adequately justified
based on the
information gathered
in planning process;
or submitted late.

Conclusions and
recommendations are
adequately justified
although the basis of
some conclusions not
entirely clear.
Submitted on time.

Clearly identifies the

most important needs
and challenges
confronting the school
or district and
recommends the
projects and steps to
be taken to achieve
the vision.
Conclusions are
strong and relevant.
Submitted on time.

Evaluation of Bartow County School Districts Technology Plan

Technology Plan Evaluation

After reviewing the technology plan for Bartow County Schools, we evaluated the plan
using the rubric below. The plan can be retrieved from following the address:
http://www.bartow.k12.ga.us/files/_yLDAL_/c641f947b06506233745a49013852ec4/S
ytem_Technology_Plan.pdf

Does Not Meet

Mission/Vision

Goals and
Objectives

Exceeds

There is no indication of
an articulated mission or
vision in this technology
plan.

The mission/vision
focuses on the
technology outcomes
and avoids the
learning outcome
issues.

The mission/vision is allinclusive dealing with

learning outcomes, not
just technology
outcomes. The statement
recognizes the learning
process skills and values.

General learning goals

are not clear or are not
present in this
technology plan.

The goals are broad

and inclusive but are
not entirely clear.
They are related to
objectives, but are not
measurable.

The goals are broad and

inclusive, addressing
teaching and learning
needs. The goals are clear
and measurable. The
objectives are related to
the goals and further
information defines how
they will be met.

The plan provides

some assessment of
telecommunication
services but in a
general sense not
specific to the
effectiveness of the
technology plan as a
whole.

The plan includes a

comprehensive
assessment of
telecommunication
services including
connectivity, upgrades,
services, and
electronically delivered
learning resources.

Assessment of No assessment of
Telecommunica telecommunication
tion Services
services is included.

Needs
Assessment

Meets

Needs Assessment is
absent, incomplete or is
submitted late.

Technology has been

assessed and analyzed,
but may not include
summaries of
information from all
elements in the
8

Assessment is
comprehensive and
contains detailed
information from
hardware resources,
technology needs

Technology Plan Evaluation

Technology
and
Learning
Statement

Professional
Development

Budget

technology surveys.
Submitted on time.

assessment and Maturity

Model Benchmark
surveys; identifies use by
students and staff, and
training received and
desired. Submitted on
time.

Technology and
Learning statement
absent or provides
incomplete information
on the current use or
future role of technology
in the school or district
and how it will enhance
learning; or submitted
late.

Provides overview of
the current and future
use of technology in
enhancing the
teaching-learning
process for students.
Little detail on how
technology will be
integrated into
learning and
curriculum. Submitted
on time.

Provides clear and strong

description of how
technology is currently
used in learning
environment and ways it
will be used to achieve
instructional outcomes;
describes how technology
will enhance curriculum
and teaching and learning
strategies; is tightly
coupled to other reform
efforts; indicates what
students will do
environment; submitted
on time.

There is no indication of
professional
development being
provided in the
technology plan.

The professional
development indicated
in this technology plan
is multi-year, needs
based and on-going.
There is allocation of
resources needed to
maintain and support
the professional
development.

There is indication that

funding is provided for
technology integration in
this technology plan.
There is an evaluation
plan in place to monitor
professional development
in technology integration.

No funding process is
included.

Broad and general

funding methods are
included. These
methods are limited to
traditional resources.

The plan includes a

specific funding process
which describes in detail
traditional and
nontraditional resources.
The funding describes
how each aspect of the
goals and objectives will
be met.

Technology Plan Evaluation

Evaluation

Timeline

Conclusions and
Recommendations

No evaluation
instrument is included.
There is no mention of
progress monitoring,
data
collection/analyzing, or
use of results.

An evaluation
instrument is included
that lacks details
concerning progress
monitoring, data
collection/analyzing,
or use of results.

The plan includes an

evaluation instrument that
clearly identifies progress
monitoring of the goals
and objectives, data
collection and analyzing,
and how results will be
used for future planning.

No timeline for
implementation is
included.

A broad or nonsequential timeline is

included in the plan.

The plan includes a clear

and defined timeline
which addresses the
implementation of the
goals and objectives.

Conclusions and
recommendations are
missing or are not
adequately justified
based on the information
gathered in planning
process; or submitted
late.

Conclusions and
recommendations are
adequately justified
although the basis of
some conclusions not
entirely clear.
Submitted on time.

Clearly identifies the

most important needs and
challenges confronting
the school or district and
recommends the projects
and steps to be taken to
achieve the vision.
Conclusions are strong
and relevant. Submitted
on time.

Recommendations

Mission/Vision: The mission and vision needs to include learning outcomes.

Needs Assessment: The Needs Assessment should include a comprehensive, detailed

information plan concerning hardware resources, a technology needs assessment, and Maturity
Model Benchmark surveys. It should also identify use of technology by students and staff, as
well as any training that is received or desired.

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Technology Plan Evaluation

Budget: The plan needs to include specific funding processes which describe in detail traditional
and nontraditional resources. The budget should also describe in detail how each aspect of the
goals and objectives will be met.
Evaluation: The plan should include an evaluation instrument that clearly identifies progress
monitoring of the goals and objectives, data collection and analyzing, and how results will be
used for future planning.
Conclusions and Recommendations: The conclusions and recommendations need to clearly
identify the most important needs and challenges confronting the school or district and should
recommend what projects and steps should be taken to achieve the vision.

11