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  • Strategic Action For Integrating Educational Technology: A Four Phase Developmental Model

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    Sheryl Ann Tumacder Dionicio
    17 visualizzazioni2 pagine
    This document outlines a four-phase developmental model for strategically integrating educational technology: 1) Discerning phase involves determining if technology is worthwhile and identifying resources; 2) Structuring phase develops a strategic plan, trains faculty/staff, and purchases hardware/software; 3) Institutionalizing phase determines ongoing leadership and develops assessment plans; 4) Sustaining phase recruits/rewards based on vision, uses assessment for regular strategic plan updates, generates funding, and disseminates insights. Success requires commitment from administration and faculty ownership at each phase.

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    Four StepModel

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    Four StepModel

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    This document outlines a four-phase developmental model for strategically integrating educational technology: 1) Discerning phase involves determining if technology is worthwhile and identifying resources; 2) Structuring phase develops a strategic plan, trains faculty/staff, and purchases hardware/software; 3) Institutionalizing phase determines ongoing leadership and develops assessment plans; 4) Sustaining phase recruits/rewards based on vision, uses assessment for regular strategic plan updates, generates funding, and disseminates insights. Success requires commitment from administration and faculty ownership at each phase.

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    © All Rights Reserved
    Scarica in formato PDF, TXT o leggi online su Scribd
    Segnala contenuti inappropriati
    17 visualizzazioni2 pagine

    Strategic Action For Integrating Educational Technology: A Four Phase Developmental Model

    Caricato da

    Sheryl Ann Tumacder Dionicio
    This document outlines a four-phase developmental model for strategically integrating educational technology: 1) Discerning phase involves determining if technology is worthwhile and identifying resources; 2) Structuring phase develops a strategic plan, trains faculty/staff, and purchases hardware/software; 3) Institutionalizing phase determines ongoing leadership and develops assessment plans; 4) Sustaining phase recruits/rewards based on vision, uses assessment for regular strategic plan updates, generates funding, and disseminates insights. Success requires commitment from administration and faculty ownership at each phase.

    Copyright:

    © All Rights Reserved
    Scarica in formato PDF, TXT o leggi online su Scribd
    Segnala contenuti inappropriati
    di 2

    1

    StrategicActionforIntegratingEducationalTechnology:
    AFourPhaseDevelopmentalModel

    Assumptions

    Theprocesstakeslongerthanfirstimagined.
    Successcorrelatestothedegreethereisfacultyownershipandcommitmentfromadministration
    ateveryphase.
    Institutionswillrecyclethroughearlierphasesasneweventsariseorpersonnelchange.
    Anticipatingassessmentstrategiesshouldbeginearlyinordertoprovideneededinsightinto
    effectiveness.
    Itispossibleforschoolstobeaddressingissuesindifferentphases,butcompletionofallissuesin
    eachphaseisessentialifaschoolistosuccessfullysustainitscommitmenttoeducational
    technology.

    PhaseI:Discerning

    Undertheleadershipofthepresidentanddeanschoolsdiscernwiththefacultywhetherusingtechnology
    asasignificantresourceforteachingisworthwhile,engagefacultyinconversationsaboutpedagogy
    toguidetheuseoftechnology,consultwithotherschoolsontheusesoftechnologyforeducationto
    gatherideasaboutwhatthebestpracticesseemtobe,andclarifywhatinhousetalentandresources
    areavailabletosupportacommitmenttousinginstructionaltechnologyforteachingandlearning.

    TransitionActivities

    Establishaleadershipteamtodirectstrategicplanningprocess.
    Developaninstitutionalenvironmentthatencouragesrisktaking.

    PhaseII:Structuring

    Underthecollaborativeleadershipofpresident,dean,andleadershipteam,theschool
    developsastrategicinstructionaltechnologyplan(adescriptionofleadershipresponsibilities,
    relationshiptoinstitutionalmission,andimplicationsforadministrationandboard,faculty,library,
    alums,congregations,andotherkeystakeholders);designstrainingoptionstoequipfaculty,
    students,andstaffforsuccessintheiruseoftechnology;utilizestheexpertiseoftechnology
    specialiststoassisttheleadershipteamasneeded;andpurchaseshardwareandsoftwaretosupport
    thestrategicinstructionaltechnologyplan.

    TransitionActivities

    Assessimpactoftechnologyplanonbudgetinlightofotherinstitutionalpriorities.
    Reviewstrategicplan.
    Assessthelevelofintegrationneededofadministrativeandacademiccomputingsystemsto
    achieveefficiency,easyaccess,andinternalandexternalnetworking.

    2
    PhaseIII:Institutionalizing

    Undertheleadershipofthepresident,dean,andfaculty,theschooldetermineswhethertheinitial
    leadershipteamshouldbecomeapermanentpartofthestructureand,ifnot,fromwherewithinthe
    schoolleadershipforeducationaltechnologywillcome;developsandimplementsanassessment
    planthatinvolvesallstakeholdersinreviewingtheimpactofeducationaltechnologyinlightof
    specificinstitutionalneeds,priorities,goals,andculture;providesdedicatedtimeandspacefor
    facultytoreflectonemergingpedagogicalandtheologicalquestionsrelatedtoteachingandlearning
    andtheroleofdigitaltechnology;identifieswhatlevelofinstructionaltechnologyexpertiseisneeded
    tosupportthefacultyanditswork;andfundstherefreshandupgradecyclerequiredfortechnology
    andsoftwaretomeetchangingneedsandtakeadvantagesofnewapplications.

    TransitionActivities

    Examinehowinstitutionalizinginstructionaltechnologyredefinesroles,structures,andpolicies
    intheinstitution.
    Cultivateandrewardacultureofcreativityandexperimentation.

    PhaseIV:Sustaining

    Undertheleadershipofthepresident,dean,andfaculty,theschoolrecruitsandrewardsfacultyandstaff
    basedonthegoalsandvisionforinstructionaltechnology,usesregularassessmentdatafrom
    stakeholdersinsideandoutsidetheinstitutiontoreviewandupdatethestrategicplanaspartof
    annuallongrangeplanning,generatesnewmoneyforfundinginnovationandnewteachingprojects
    identifiedbythefaculty,monitorschangesinthefieldinordertomakechoicesthatbuildonefforts
    oftheinstitutionandtoimprovetheeffectivenessofplanningaroundeducationaltechnology,and
    identifiesandimplementswaystodisseminateinsightsandpracticesfromtheschoolsuseof
    instructionaltechnologytoothertheologicalschoolsandseminariesandthewiderchurch.

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