Running Head: MODULE 3: TECHNOLOGY PLANNING 1

Module 3: Technology Planning

Manda Cawthon
Cynthia Dixon
Victorie Penn
Sarah West
FRLT7232
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 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.
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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 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.
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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.

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,
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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. 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
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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
4 3
Element Exemplary
All goals clearly align with
the mission statement.
All goals are SMART
(specific, measurable,
Goals achievable, results-focused,
and time-bound).
Professional development
opportunities are planned
with current and upcoming
technologies in mind.
Teachers may request
professional development
when needed and it is
delivered within 2 weeks.
Help is available to
teachers quickly when
technology problems occur
(Immediately-24 hours).
Professional
Development
Provides clear and
Assessment of tele- comprehensive
requirements.
7
1
2 Needs
Excellent Satisfactory Improvement
Most goals align with Some goals align Little to none of the
the mission statement. with the mission goals align with the
statement. mission statement.
Most goals are
SMART (specific, Some goals are Little to none of the
measurable, SMART (specific, goals are SMART
achievable, results- measurable, (specific, measurable,
focused, and time- achievable, results- achievable, results-
bound). focused, and time- focused, and time-
bound). bound).
Professional Professional No professional
development development development
opportunities are opportunities are opportunities are
planned with current planned, but do not planned.
OR upcoming account for current
technologies in mind. and upcoming Teachers may not
technologies. request professional
Teachers may request development when
professional Teachers may needed.
development when request professional
needed and it is development when Help is not available to
delivered within 3 needed and it is teachers when
weeks. delivered within 4 technology problems
weeks. occur OR help is
Help is available to available but the
teachers when Help is available to process takes over a
technology problems teachers when week.
occur, but the process technology problems
takes time (1-2 days). occur, but the
process takes time
(3-5 days).
Identifies minimum Provides general Assessment is absent
standards and description of or provides little or
requirements for hardware, software
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communication
services, hardware, Plans for services available
and those that are needed to
software, and other support technology use
services needed (network, computers, and
software).
Provides a detailed plan for
compliance with the
Accessibility of Americans with Disabilities
Act that includes clear
technology procedures and equipment
resources (ADA) necessary.
Provides budget summary
estimate of capital expenses
(hardware, software,
facilities, infrastructure,
staff development, tech
support, etc.); identifies
possible alternative funding
Budget resources.
Realistic and consistent
with plan goals and
objectives.
The monitoring process for
the plan is described with
detail.
Ongoing The process includes
Evaluation specific methods of
evaluation to ensure that
the plans goals are being
met at various points in the
implementation of the plan.
8
computer hardware, and connectivity vague information on
software, and standards and support needed.
connectivity. requirements.
Describes the types of Describes some of
learning environments the existing learning
that currently exist and environments and
those to be created by vaguely describes
the plan. those to be created
Provides a plan for Provides an unclear Does not address the
compliance with the or vague plan or Americans with
Americans with reference to the Disabilities Act.
Disabilities Act, but American
procedures and Disabilities Act with
equipment necessary procedures and
may be insufficient or equipment missing.
unclear.
Provides most, but not Does not provide a Vague or little
all of the budget budget relevant to information is
estimate information. plan goals. provided.
Appears to be Estimates appear
generally consistent incongruent with
with plan goals. plan or unrealistic.
The monitoring The monitoring The monitoring
process is described process is described process for the plan is
with detail. without details. not included at all.
The process includes Methods of
less specific methods evaluation are not
of evaluation of the included and goals
goals being met. are not mentioned.
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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
4 3
Element Exemplary
All goals clearly align with
the mission statement.
All goals are SMART
(specific, measurable,
Goals achievable, results-focused,
and time-bound).
Professional development
opportunities are planned
with current and upcoming
technologies in mind.
Teachers may request
professional development
when needed and it is
delivered within 2 weeks.
Help is available to
teachers quickly when
technology problems occur
(Immediately-24 hours).
Professional
Development
Provides clear and
Assessment of tele- comprehensive
requirements.
9
1
2 Needs
Excellent Satisfactory Improvement
Most goals align with Some goals align Little to none of the
the mission statement. with the mission goals align with the
statement. mission statement.
Most goals are
SMART (specific, Some goals are Little to none of the
measurable, SMART (specific, goals are SMART
achievable, results- measurable, (specific, measurable,
focused, and time- achievable, results- achievable, results-
bound). focused, and time- focused, and time-
bound). bound).
Professional Professional No professional
development development development
opportunities are opportunities are opportunities are
planned with current planned, but do not planned.
OR upcoming account for current
technologies in mind. and upcoming Teachers may not
technologies. request professional
Teachers may request development when
professional Teachers may needed.
development when request professional
needed and it is development when Help is not available to
delivered within 3 needed and it is teachers when
weeks. delivered within 4 technology problems
weeks. occur OR help is
Help is available to available but the
teachers when Help is available to process takes over a
technology problems teachers when week.
occur, but the process technology problems
takes time (1-2 days). occur, but the
process takes time
(3-5 days).
Identifies minimum Provides general Assessment is absent
standards and description of or provides little or
requirements for hardware, software
MODULE 3: TECHNOLOGY PLANNING
communication
services, hardware, Plans for services available
and those that are needed to
software, and other support technology use
services needed (network, computers, and
software).
Provides a detailed plan for
compliance with the
Accessibility of Americans with Disabilities
Act that includes clear
technology procedures and equipment
resources (ADA) necessary.
Provides budget summary
estimate of capital expenses
(hardware, software,
facilities, infrastructure,
staff development, tech
support, etc.); identifies
possible alternative funding
Budget resources.
Realistic and consistent
with plan goals and
objectives.
The monitoring process for
the plan is described with
detail.
Ongoing The process includes
Evaluation specific methods of
evaluation to ensure that
the plans goals are being
met at various points in the
implementation of the plan.
10
computer hardware, and connectivity vague information on
software, and standards and support needed.
connectivity. requirements.
Describes the types of Describes some of
learning environments the existing learning
that currently exist and environments and
those to be created by vaguely describes
the plan. those to be created
Provides a plan for Provides an unclear Does not address the
compliance with the or vague plan or Americans with
Americans with reference to the Disabilities Act.
Disabilities Act, but American
procedures and Disabilities Act with
equipment necessary procedures and
may be insufficient or equipment missing.
unclear.
Provides most, but not Does not provide a Vague or little
all of the budget budget relevant to information is
estimate information. plan goals. provided.
Appears to be Estimates appear
generally consistent incongruent with
with plan goals. plan or unrealistic.
The monitoring The monitoring The monitoring
process is described process is described process for the plan is
with detail. without details. not included at all.
The process includes Methods of
less specific methods evaluation are not
of evaluation of the included and goals
goals being met. are not mentioned.
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 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.
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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 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
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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 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
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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 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.