Technology Planning 1

Technology Planning
FRIT 7232 Visionary Leadership in Instructional Technology

Lauren Sinclair (Hyers)

ls02098@georgiasouthern.edu
Group Members
Melissa McLendon
Rana Powell
Kevin Scheiwe
Lauren Sinclair

FALL 2013
Sunday, September 22, 2013
Statesboro, Georgia

Technology Planning 2

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.cfm
This 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.htm
This 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.pdf
The 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.

Technology Planning 3

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 subsections 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.aspx
The 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.asp
The 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

Technology Planning 4

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.x
This study on school-based ITC policy plans in primary education identified three types of ITC (informationcommunication 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

Technology Planning 5

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=9485

This 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

Category
Goals

3
Exceeds
Standards

2
Meets
Standards

Goals are
wide-ranging

Few goals are

based on

1
Does Not Meet Score
Comments and
Standards
Recommendations
Goals are absent
or seem to be

Technology Planning 6

Objectives

Professional
Development

and realistic for teaching and

teaching and
learning goals.
learning. Goals
clearly state
when and what
will be done.

focused on
technology
equipment.
Goals are
difficult to
understand.

Objectives are Provides most

assessable and
of the
defined from
objectives.
goals; they
Some
clearly define objectives may
steps to be
not be easily
taken to attain
achievable.
goals.

Objectives are
missing or
inadequate; are
unrealistic or
difficult to
comprehend.

Plan supports all

staff within the
school/district.
Collaboration
with peers,
technical
assistance, new
instructional
methods are all
provided to
ensure the
district is
meeting
the individual
learners needs.

Plan supports
Plan does not
staff within
support the staff
school/district.
or allow
Collaboration
collaboration
with peers is
with peers to
used to ensure ensure meeting
meeting the
the individual
individual
learner needs.
learner needs.

Identifies needs
Assessment of
assessment
Telecommunication
strategies
for
Services, Hardware,
technical
Software, and other
support,
services needed

Accessibility of
Technology
Resources

Identifies
strategies for
basic
troubleshooting
assistance and
concerning
maintenance;
technology
individualize
issues, support
technology
system,
support training, process, and
Accurate
schedule of
documentation maintenance.
of maintenance
is clearly
identified.

Missing
technical
support
strategies and
guidelines.

Provides a
Provides a
detailed plan for vague plan for
the Americans the Americans
with Disabilities
with

No plan is
provided for the
Americans with
Disabilities Act.

Technology Planning 7
Act.

Budget

Provides a
ranked list of
major tech plan
pricing and
timelines.
Provides
detailed budget
summary
estimate of
expenses.
Budget and
timelines are
realistic and
consistent with
goals.

Disabilities Act.
Provides most,
Budget is
but not all,
missing;
budgets and
provides little or
timelines.
unclear
Budget is
information on
consistent with
budgets and
goals.
timelines; budget
is not relevant
and impractical.

Ongoing Evaluation

The monitoring The monitoring

process of the process of the
technology plan
technology
is described in plan is vaguely
detail. Specifics
described.
are shown to
ensure the
goals are being
met within the
system.

The monitoring
process of the
technology plan
is absent.

Conclusion and
Recommendations

Clearly
recognizes the
most important
needs and
challenges
confronting the
district.
Recommendations are stated.

Conclusions
and

Conclusions and

recommendations

are missing.

recommendations

are reasonable
although the
basis of some
conclusions are
not completely
clear.

Section 3 - Technology Plan and Completed Rubric

Technology Plan Reviewed
Marietta City Schools

Marietta, Georgia

Three-Year Technology Plan

January 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 Rubric

Category

3
Exceeds
Standards

2
Meets
Standards

1
Does Not Meet Score
Comments and
Standards
Recommendations

Technology Planning 8
Goals

Objectives

Professional
Development

Goals are
Few goals are Goals are absent
wide-ranging
based on
or seem to be
and realistic for teaching and
focused on
teaching and
learning goals.
technology
learning. Goals
equipment.
clearly state
Goals are
when and what
difficult to
will be done.
understand.

Objectives are Provides most

assessable and
of the
defined from
objectives.
goals; they
Some
clearly define objectives may
steps to be
not be easily
taken to attain
achievable.
goals.

Plan supports all

staff within the
school/district.
Collaboration
with peers,
technical
assistance, new
instructional
methods are all
provided to
ensure the
district is
meeting
the individual
learner needs.

Identifies needs
Assessment of
assessment
Telecommunication
strategies
for
Services, Hardware,

Objectives are
missing or
inadequate; are
unrealistic or
difficult to
comprehend.

Plan supports
Plan does not
staff within
support the staff
school/district.
or allow
Collaboration
collaboration
with peers is
with peers to
used to ensure ensure meeting
meeting the
the individual
individual
learner needs.
learner needs.

Identifies
strategies for
basic

Missing
technical
support

Goals 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.
Objectives are
shown but are
not clearly
defined from
goals. Steps
should be
included to show
how the
objectives will be
used to achieve
goals.
Professional
Development 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.

A trouble
shooting
schedule is

Technology Planning 9
Software, and other
services needed

technical
troublesupport,
shooting
assistance and
concerning
maintenance;
technology
individualize
issues, support
technology
system,
support training, process, and
Accurate
schedule of
documentation maintenance.
of maintenance
is clearly
identified.

strategies and
guidelines.

Accessibility of
Technology
Resources

Provides a
Provides a
No plan is
detailed plan for vague plan for provided for the
the Americans the Americans Americans with
with Disabilities
with
Disabilities Act.
Act.
Disabilities Act.

Budget

Provides a
Provides most,
Budget is
ranked list of
but not all,
missing;
major tech plan
budgets and
provides little or
pricing and
timelines.
unclear
timelines.
Budget is
information on
Provides
consistent with
budgets and
detailed budget
goals.
timelines; budget
summary
is not relevant
estimate of
and impractical.
expenses.
Budget and
timelines are
realistic and
consistent with
goals.

Ongoing Evaluation

The monitoring The monitoring

process of the process of the
technology plan
technology
is described in plan is vaguely
detail. Specifics
described.
are shown to
ensure the
goals are being
met within the
system.

The monitoring
process of the
technology plan
is absent.

shown. Specific
school site
improvements
and
documentation
should be
included for
accountability.

There is no plan is
provided for the
Americans with
Disabilities Act.
This should be
included in the
objectives and
inserted into the
report.
Budget specifics
are not clearly
specified.
Although timelines
for
goals/objectives
are labeled, those
too are vague.
More detail is
needed for
accountability.

The plan contains

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

Technology Planning 10
Conclusion and
Recommendations

Clearly
Conclusions Conclusions and
recommendations
recognizes the
and
are missing.
most important recommendations
are
needs and
reasonable
challenges
although the
confronting the
basis of some
district.
conclusions
are
Recommendations
not completely
are stated.
clear.

There is no
section for
conclusions or
recommendation.
One needs to be
added for future
reference and
continuing
monitoring.