Dr. Hodges Group Annotations.docx

Technology Planning 10

Technology Planning FRIT 7232 Visionary Leadership in Instructional Technology

Rana P. Winfrey

Group MembersMelissa McLendonRana Powell WinfreyKevin ScheiweLauren Sinclair

FALL 2013Sunday, September 22, 2013Statesboro, Georgia

Section 1 - Annotated List of Resources

See, J. (1992). Developing effective technology plans. The Computing Teacher, 19(8). Retrieved from http://www.nctp.com/html/john_see.cfmThis article explains how to develop an effective technology plan. See includes tips for creating an effective technology plan. One of his tips includes creating a short term instead of a long term plan. He mentions that technology plans are not meant to be long and should be issued for one to three years. He also mentions that technology is not mainly about the equipment that is used. It should be about the application of the equipment. See also states that technology should go beyond boosting the curriculum and should be focused on more than just a computer. Overall, there are several very important tips given about creating an effective technology plan; however, I believe one of the most important tips states that an effective technology plan should be developed by the staff members that will be using the plan and not by one random person.

"Missouri Department of Elementary and Secondary Education." Six-Step Process in Creating a Technology Plan. N.p., n.d. Web. 13 Sept. 2013. Retrieved from http://dese.mo.gov/divimprove/instrtech/techplan/gettingstarted.htmThis website is based on Missouri Primary and Secondary Schools. It explains in great detail a six step process for creating a technology plan. The website focuses on the understanding that a technology plan should focus on integrating technology into the teaching and learning process to show a new way of teaching and learning. The website also includes other resources to help with creating technology plans. It includes a templates and a scoring guide.

Rocky Point Union Free School District: District Technology Plan. (2011). Retrieved September 13, 2013 from http://www.rockypointschools.org/pdf/techplan.pdfThe technology plan includes several main sections, covering areas such as vision and mission, goals, and objectives. Rocky Point has a vision to develop each childs full potential in a nurturing and supportive environment that will promote a foundation of lifelong learning and an increase in technology usage throughout life. This plan gives a lot of important information based on the technology plan; however, the appendices are just important. In the appendices, the information presented is easier to relate to and is easier to understand from a readers point of view.

The New Hampshire department of education school technology planning guide. (2005). Retrieved September 12, 2013, from http://www.nheon.org/oet/tpguide/This planning guide provides local school districts of New Hampshire a recommended outline for the districts technology groups or committees to aid in creating, updating and implementing their technology plans. The guide includes an outline of each of the six major sections to include in the technology plan, as well as sub-sections that are also needed. The six major sections are: introduction, goals, action plan, budgeting, evaluation and policy/procedure. Sub-sections included in the plan under the action plan section are: access to technology resources, technology/ICT literacy, professional development and community collaboration.

Georgia department of education technology services 3 year technology plan. (2013). Retrieved September 12, 2013 from http://www.gadoe.org/Technology- Services/Pages/default.aspxThe Georgia Department of Educations 3-year technology plan provides a good overall example of what Georgia districts plans should look like. The technology plan includes several main sections, covering areas such as vision, goals, initiatives, which will be delivered in stages to ensure every Georgia student receives a customized education. Although the state plan looks a bit different than many of the states district plans, the same basic information is covered, including spending, professional learning. The bulk of the plan is the initiatives broken down for each sub group including: teachers and administrators, students, parents and business.

Florida department of education district technology plans: Essential components and e-rate plan criteria. (n.d.). Retrieved September 13, 2013 from http://www.fldoe.org/bii/Instruct_Tech/Planning/local.aspThe Florida DOE Tehnology Plan Essential Components and E-Rate Plan Criteria is a guide for school districts in Florida when completing the required technology plan. The plan maps our each major section (ten total) and summarizes the essential components in each of those sections. Most of the major sections are very similar or the same as many of the other state and national technology plans. The one area that is not as common is section 10; E-rate planning criteria. This section goes into detail the requirements needed to participate in the federal E-Rate program. The federal E-Rate program provides telecommunication services at a discount rate to districts that participate in the program. One of the requirements to be considered for the E-rate program is to have a technology plan. This document details the four sub-sections needed in the E-rate planning criteria section: 1) clear goals and realistic strategy, 2) professional development strategy, 3) assessment of the services, hardware, software provided, and 4) an evaluation process.

Vanderlinde, R., Dexter, S., & van Braak, J. (2012). School-based ICT policy plans in primary education: Elements, typologies and underlying processes. British Journal of Educational Technology, 43(3), 505-519. doi: 10.1111/j.1467-8535.2011.01191.xThis study on school-based ITC policy plans in primary education identified three types of ITC (information-communication technology) plans. The three types were: a plan as a vision blueprint, a plan as a technical inventory, and a plan as a comprehensive policy plan. The study found that teachers and districts with technology plans that stressed shared goals used educational technology more regularly in the classroom and had more success implementing the plan criteria. The study also found that ITC plans were created in a variety of ways. Some examples were ITC training activities, data-driven decision making processes and monitoring processes. The study found that the use of data and the involvement of teachers led to a more complete and elaborate plan.

Anderson, Larry S and John F. Perry, Jr. Technology Planning: Recipe for Success. March 1994. Retrieved September 13, 2013 from http://www.nctp.com/html/tp_recipe.cfm According to the National Center for Technology Planning (NCTP), the desired outcome of effective technology planning is that the most appropriate technologies are infused in the most natural manner into a maximally-effective instructional or administrative program. The NCTP determined that although many schools have established technology plans, the plans themselves vary widely in size, appearance and scope. This article attempts to define the essential principals for technology planning and steps to ensure its success. It can be used as a planning document, reflective of interaction among all components in the planning cycle. It also directs readers to their website as a place to acquire planning aids, public relations announcements, checklists, and professional development opportunities.

Anderson, Dr. Larry S. Technology Planning: Its More Than Computers. Retrieved on September 14, 2013 from http://www.nctp.com/tech_plan_links.cfm This article redefines technology planning. It reminds educators that planning is a comprehensive activity in planning and not simply purchasing computers for classrooms. The author compares a great technology plan to a road map. A good Technology Plan map should not only show the distances from one place to another but also the type and form of infrastructure available for traversing those distances, the direction in which one is traveling, various points along the path a person would take in getting from one point to another, and a variety of other descriptive, informative matter. Technology planners must recognize the power of computers; however, they must know that technology involves so much more than the boxes, wires, and switches of hardware. Planners must work diligently to make sure honest and effective ideas are manifested in the words of their written technology planning document and action plan.

Ellmore, Douglas A. Sr. , et al. Reinventing Schools: The Technology is Now! (1995). Retrieved on September 14, 2013, from http://www.nap.edu/catalog.php?record_id=9485This article discusses the technology gap between home and school for many students in 2014. Todays children are the first generation to grow up immersed in technology. Children between the ages of 3 18 are being hailed as the Nintendo Generation. These children live in a world that is increasingly interactive. They are the standard bearers as they have never known a world without email, internet, cell phones, etc. Compared to home and all of the technological gadgets at their disposal, school seems boring. Education reformers and technology planning groups must develop new approaches and ideas to engage students in the classroom. The aim should not be to pack the classroom with laptops. Schools should challenge themselves lead students with technology and to allow students to explore new and exciting topics through technology. Educators must include technology to guide students in activities that embrace technology.

Section 2 Rubric

School System Technology Plans Rubric

Category3Exceeds Standards2Meets Standards1Does Not Meet StandardsScoreComments and Recommendations

GoalsGoals arewide-rangingand realistic forteaching andlearning. Goalsclearly statewhen and whatwill be done.Few goals arebased onteaching andlearning goals.Goals are absent or seem to be focused on technology equipment. Goals are difficult to understand.

ObjectivesObjectives areassessable anddefined fromgoals; theyclearly definesteps to betaken to attaingoals.Provides mostof theobjectives.Someobjectives maynot be easilyachievable.Objectives are missing or inadequate; are unrealistic or difficult to comprehend.

ProfessionalDevelopmentPlan supports all staff within theschool/district.Collaborationwith peers,technicalassistance, newinstructionalmethods are allprovided toensure thedistrict ismeetingthe individuallearners needs.Plan supportsstaff withinschool/district.Collaborationwith peers isused to ensuremeeting theindividuallearner needs.Plan does not support the staff or allow collaboration with peers to ensure meeting the individual learner needs.

Assessment of Telecommunication Services, Hardware, Software, and other services neededIdentifies needsassessmentstrategies fortechnicalsupport,assistance andmaintenance;individualizetechnologysupport training,Accuratedocumentationof maintenanceis clearly identified.Identifiesstrategies forbasictrouble-shootingconcerningtechnologyissues, supportsystem,process, andschedule ofmaintenance.Missing technical support strategies and guidelines.

Accessibility of Technology ResourcesProvides adetailed plan forthe Americanswith DisabilitiesAct.Provides avague plan forthe AmericanswithDisabilities Act.No plan is provided for the Americans with Disabilities Act.

BudgetProvides aranked list ofmajor tech planpricing andtimelines.Providesdetailed budgetsummaryestimate ofexpenses.Budget andtimelines arerealistic andconsistent withgoals.Provides most,but not all,budgets andtimelines.Budget isconsistent withgoals.Budget is missing; provides little or unclear information on budgets and timelines; budget is not relevant and impractical.

Ongoing EvaluationThe monitoringprocess of thetechnology planis described indetail. Specificsare shown toensure thegoals are beingmet within thesystem.The monitoringprocess of thetechnologyplan is vaguelydescribed.The monitoring process of the technology plan is absent.

Conclusion and RecommendationsClearlyrecognizes themost importantneeds andchallengesconfronting thedistrict.Recommenda-tions are stated.Conclusionsandrecommendations are reasonablealthough thebasis of someconclusions arenot completelyclear.Conclusions and recommendations are missing.

Section 3 - Technology Plan and Completed Rubric

Technology Plan ReviewedMarietta City SchoolsMarietta, Georgia

Three-Year Technology PlanJanuary 2012 December 2014

http://www.google.com/url?q=http%3A%2F%2Fwww.marietta-city.org%2Ffiles%2Ftechnology%2FMCS%2520Technology%2520Plan.pdf%23search%3D%2522technology%2520plan%2522&sa=D&sntz=1&usg=AFQjCNGtr1zm7F27Xg0TZtZORuQoSo3e5Q

School System Technology Plans RubricCategory3Exceeds Standards2Meets Standards1Does Not Meet StandardsScoreComments and Recommendations

GoalsGoals arewide-rangingand realistic forteaching andlearning. Goalsclearly statewhen and whatwill be done.

Few goals arebased onteaching andlearning goals.Goals are absent or seem to be focused on technology equipment. Goals are difficult to understand.

2Goals are relevant to infrastructure needs. Goals need to be more specific, focusing more on meeting the needs for all stakeholders. Goals also need a clear timeline for assessment and achievement.

ObjectivesObjectives areassessable anddefined fromgoals; theyclearly definesteps to betaken to attaingoals.Provides mostof theobjectives.Someobjectives maynot be easilyachievable.Objectives are missing or inadequate; are unrealistic or difficult to comprehend.2Objectives are shown but are not clearly defined from goals. Steps should be included to show how the objectives will be used to achieve goals.

ProfessionalDevelopmentPlan supports allstaff within theschool/district.Collaborationwith peers,technicalassistance, newinstructionalmethods are allprovided toensure thedistrict ismeetingthe individuallearner needs.Plan supportsstaff withinschool/district.Collaborationwith peers isused to ensuremeeting theindividuallearner needs.Plan does not support the staff or allow collaboration with peers to ensure meeting the individual learner needs.

2ProfessionalDevelopment is compliant and stated. Additional classes are needed to focus on using new technology in the classroom, as well as how the PL can improve teaching and learning.

Assessment of Telecommunication Services, Hardware, Software, and other services neededIdentifies needsassessmentstrategies fortechnicalsupport,assistance andmaintenance;individualizetechnologysupport training,Accuratedocumentationof maintenanceis clearly identified.Identifiesstrategies forbasictrouble-shootingconcerningtechnologyissues, supportsystem,process, andschedule ofmaintenance.Missing technical support strategies and guidelines.

2

A trouble shooting schedule is shown. Specific school site improvements and documentation should be included for accountability.

Accessibility of Technology ResourcesProvides adetailed plan forthe Americanswith DisabilitiesAct.Provides avague plan forthe AmericanswithDisabilities Act.No plan is provided for the Americans with Disabilities Act.1There is no plan is provided for the Americans with Disabilities Act. This should be included in the objectives and inserted into the report.

BudgetProvides aranked list ofmajor tech planpricing andtimelines.Providesdetailed budgetsummaryestimate ofexpenses.Budget andtimelines arerealistic andconsistent withgoals.Provides most,but not all,budgets andtimelines.Budget isconsistent withgoals.Budget is missing; provides little or unclear information on budgets and timelines; budget is not relevant and impractical.

1Budget specifics are not clearly specified. Although timelines for goals/objectives are labeled, those too are vague. More detail is needed for accountability.

Ongoing EvaluationThe monitoringprocess of thetechnology planis described indetail. Specificsare shown toensure thegoals are beingmet within thesystem.The monitoringprocess of thetechnologyplan is vaguelydescribed.The monitoring process of the technology plan is absent.

2The plan contains a monitoring schedule but it is both broad and vague, lacking specific details needed for accountability.

Conclusion and RecommendationsClearlyrecognizes themost importantneeds andchallengesconfronting thedistrict.Recommendations are stated.Conclusionsand recommendations arereasonablealthough thebasis of someconclusions arenot completelyclear.Conclusions and recommendations are missing.1There is no section for conclusions or recommendation. One needs to be added for future reference and continuing monitoring.