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Julia C.

Frazier Elementary School

Technology Action Plan
Objective: Maximize the use of technology to impact decision making in instructional and organizational
leadership and professional development.

The United States has taken a more aggressive approach to technological advancement than in years past. Research
indicates that “since 1999, Congress has devoted over $275 million to the Preparing Tomorrow’s Teachers to Use
Technology program” (Royer, 2002, p. 233). The allocation of funds as indicated by our government sends a clear
message that technology drives our future and we must prepare for it. The expectations of students to possess a high
level of technology experience are increasing in accordance with the educational output and future contributions to

Instructional and Organizational Focus: To increase access to technology for students and teachers while
improving overall classroom interaction and enhancing the learning environment.

Administrators must focus on ensuring that technology integration is a priority with the goal of “transforming
classroom teaching practices that create learning environments capable of preparing a new generation of learners for
a 21st century workplace driven by the acquisition and manipulation of information” (Mills, Tincher, 2003, p. 383-
384). Clearly, this approach requires the proper resources and the education of leaders, as well as the staff and
faculty, in order to grow professionally and become equipped with the necessary knowledge and skills.

Analysis of Need

While our school is becoming more and more proficient in technology every year, it is imperative to keep the momentum rolling
toward proficiency. At this time, our school does not have a computer to user ratio that would allow computer access to all students
in all classes. In our school, we have two computer labs and we just received a computer cart with laptops. In one computer lab there
is not enough computers for all students to have access simultaneously. Currently, this lab is used for small group sessions. Students
are allowed to rotate from small group to enrichment lessons on computer programs. On our campus most teachers have a projector
and document camera in their classroom. There are two smart boards which must be shared between 8 core teachers. Because it
requires the teachers to schedule the use of the smart board they rarely use it. However, two teachers do take the time to use the smart
board several times per week. There is a need for additional equipment and continuous training until each teacher is comfortable
with the use of technology in the classroom.

Areas for Improvement

• Increase the district budget for technology equipment on every campus that has the need and lacks
appropriate equipment.

• If funding is available, the campus could then purchase an efficient amount of equipment for students and
teachers. (Including but not limited to laptops, smart boards, projectors, document cameras, software
programs, etc.)

• Most teachers have some knowledge of web applications, internet use, and computers; however, they do not
understand how to integrate those technologies into their lessons and how students should use the
equipment. Therefore, teachers need professional development on how to integrate the technology. They
need models to demonstrate lessons that utilize the equipment and how students can use the equipment.

• Collaborate with the district and all stakeholders to change the policy so that students can use their personal
devices for classroom instruction. If the district is unable to fund the purchase of the necessary equipment
and most students already have access to certain equipment, why not take advantage of that resource. This
is more likely to occur in middle school and high school. However, if parents thought that there was a need
for younger students to have such equipment, i.e. smart phones and laptops, I am sure we would see an
increase in the availability.

• Staff will need continuous professional development to stay abreast of new developments and changes to
the equipment and technologies. Teachers must have a growth mindset in order to be in the know of the
newest technologies available and have an understanding of how to use it.

Professional Development: Dedication and commitment to develop and strengthen the professional community
among educators.

We can no longer afford to be complacent with regard to technology. Almost every aspect of our lives involves the
use of technology in some manner. True technology integration is teachers modeling, applying, collaborating and
problem-solving in classroom learning environments. In order to accomplish these goals, educators must be provided
with the necessary tools to improve their comfort level and knowledge base regarding technology in general.

During the roundtable interview, the significant need to provide ongoing staff development promoting collaboration
and a safe environment for exploration was discussed. Our roles as educators are to prepare each student for life
outside of the classroom. Students must be prepared to live and work in the 21 st Century and if we fail to prepare
them, then we are setting this up for failure.

Evaluative Plan

Currently, we do not evaluate the campus staff development sessions. However, all other trainings provided by the
district and outside vendors are evaluated by participants. Our staff is always frustrated with the repetitive and
boring details that we are given in some of our trainings. While the Likert scale evaluations are not always the most
accurate and they are often skewed by teachers that are just trying to get out of there, they at least given an option to
provide feedback. Perhaps we should make use of other resources such as Survey Monkey. This would allow
teachers to come back within 24 hours of the training and enter their feedback and reflections. Teachers would have
had a time to reflect on the training and the information presented. Surveys are not the only way that data can or
should be collected. It is always best to sit down with a trusted staff member and discuss strengths and weaknesses,
as well as sit down with a frustrated or disgruntled staff member to see the improvements that can be made. This can
only be done if the staff member feels safe when sharing his/her frustrations. The presenter can then look at results
and comments to see how he/she could better present to the staff. The presenter should also have someone else look
at the results to see if they see them differently.

When it comes to the evaluation of the use of technology in a school, we have a great deal to learn on how to use
constructive feedback. We also need to be sure that the feedback we receive is honest and reliable. If technology is
to be used properly in our schools, we must be willing to spend the time and funding it will take to properly train
staff and administrators. How can an administrator provide a vision and support the use of technology if they do not
have an exceptional understanding of the outcome sought?

Evaluation Options:

• Initiate online survey through “survey monkey” to allow immediate course feedback
• Create follow-up surveys providing quarterly and semiannual checkpoints regarding technology usage
• Utilize district automated phone call system to generate parental feedback regarding progress of campus
improvement in utilizing student technology use
• Campus will establish its own blogs to discuss technology needs and usage providing ongoing constructive
• Prior year Texas STaR Chart results will be reviewed and discussed at Inservice in the beginning of the
school year
• Increase discussion regarding technology TEKS and usage during staff appraisals and walk-throughs
Technology Organizational Chart

Attached is the Technology Organizational Chart which reflects the chain of command regarding technology
decision-making from Central Office to staff.

Although every role identified is important, the Principal’s role as the campus leader is essential in ensuring the
organizational chart is implemented and monitored. The Principal serves as the figurehead and the face of the
campus that staff seeks guidance and leadership from. The implementation plan and focus on technology must be
clear, concise and visible in order to continually promote a technology-focused environment on campus. With
decision-making authority and guidance, educators draw from leadership to be the catalyst in fostering an
environment that promotes empowerment and a devotion to ongoing professional development.

Superintendent / School Board

The board ultimately sets the mission and vision for the use of technology in the
district. It is their goal to make decisions on policies and rules, as well as set the

Technology Department
The technology department further creates and monitors the district technology plan.
They manage the technology infrastructure of the district and identify new technology
for use in the district.

Instructional Technology Specialist
This person provides training to the schools through training the
Principal, CTA and Master Trainers. They provide district level staff The various curriculum
development. departments assist the Instructional
Technology Specialist in finding
the best available technology
resources and preparing teachers.

The principal provides the schools vision for
technology use based on the Technology
Plan. They model technology use to the
faculty and students during faculty meetings,
professional development and assemblies.

Campus Technology Assistant Master Trainers

These are teachers that have been trained to prepare campus
This person manages the computer labs and helps with
teachers on the use of new technology. They provide campus
any technology issues that may arise in the school.
level staff development and answer questions about use.

Teachers implement technology in the classroom and provide students with the
necessary training that they need. They model technology use to the students.