Technology Planning - Module 3

Brittney Bentley
Ashley Castellana
Sarah Penn
Nicole Whitney
FRIT 7232 Visionary Leadership in Instructional
Technology
Georgia Southern University
Dr. Randy Hollandsworth

Annotated List of Resources

Technology Planning: Its More Than Computers
Anderson, L. (1999, January 1). Technology Planning: It's More Than Computers. Retrieved
September 7, 2014.
This article discusses the need to expand on the term technology planning. The author
states the term has become too broad. There is a need to establish a clear definition for technology
planning and for planners to understand that computers are a small portion of a technology plan.
Putting focus on the community of users and the information that can be obtained from the
technology at hand is where a majority of our focus should be.
Making Dreams Come True! -How to Write a Technology Plan
Anderson, L. (n.d.). Making Dreams Come True! -How to Write a Technology Plan. Retrieved
from http://www.nctp.com/articles/dreams.pdf
This is a short article discussing the steps needed in order to create a technology plan.
Anderson covers the steps in depth and gives helpful tips in order to successfully implement each
plan. While it does not specifically deal with schools, the guidelines line up effectively with the
process of creating a school system technology plans. Anderson also shares resources that can be
used to aide in the creation of a technology plan.
Technology in the Classroom Its Not a Matter of If, but When and How
Armstrong, A. (2014). Technology in the Classroom Its Not a Matter of If, but When and
How. Education Digest, 79(5), 39-46.
This article discusses educational technology. It also examines topics such as its
effectiveness, costs, and consequences for schools that fail to invest in such educational aids.
Information is provided about the use of tablets, smartphones, and laptops by adolescents
despite the low availability of these in many of our schools. It covers other topics such as the
role of the internet in education, how technology has revised the philosophy of education and
collaborative learning.
Cobb County School District Technology Plan
Cobb County School District Technology Plan. (2012, July 1). Retrieved September 7, 2014, from
http://www.cobbk12.org/centraloffice/instructionaltechnology/TechPlan/2012_2015_CCSD_Dist
rict_Technology_Plan.pdf
This document covers the technology implementation plan for Cobb County School
district located North of Atlanta, Georgia. The plan is broken down into many subcategories to
include current uses of technology, training and development, assessment, etc. that ensure proper

implementation and usage of technology within the school district. The technology plan is
updated on a three year basis, with current goals for growth.
Douglas County Technology Plan
Douglas County School District Technology Plan. (2012, July 1). Retrieved from:
http://www.douglas.k12.ga.us/
This document covers the technology implementation plan for Douglas County School
district located West of Atlanta, Georgia. The plan is a broken down into four, clearly defined
categories which includes the Vision, the Current Reality, Communication, and Professional
Learning. Many subcategories fall under these headings to ensure proper implementation and
usage of technology within the school district. The technology plan is updated on a three year
timeline and up for review June of 2015.
Using Systems Thinking to Leverage Technology For School Improvement Lessons
Learned from Award-Winning Secondary Schools/Districts
Levin.B.B., & Schrum.L, (2013). Using Systems Thinking to Leverage Technology For School
Improvement Lessons Learned from Award-Winning Secondary Schools/Districts. Journal of
Research on Technology In Education (International Society For Technology Education), 46(1),
29-51
This study uses a qualitative study method in order to discuss successfully implemented
technology plans. The main focus of the study is that leadership is an essential component to
successfully implementing and maintaining technology plans and school improvement plans as
well. Schools that succeeded in this area had strong leaders across the board, from administration
to teachers. Collaborative planning and support was also a main component of developing and
successfully maintaining the technology needs of schools and school improvement plans.
Technology Planning
Norton, S. (2013). TECHNOLOGY PLANNING: Designing the Direction to Get There.
Knowledge Quest, 42(1), 64-69.
This article explains the relationship between technology plans and the librarys programs
and leadership within the school. It highlights the role of a school librarian in regards to how
they influence technology in a meaningful way showing the importance of a media specialists
role in the technology planning process. Not only will the technology plan direct its goals for
the classrooms, but will also include goals to advocate the schools media center which can aid in
sustaining necessary support in difficult budget decisions. The article also states the importance
of a three year plan and why the third year is so critical. Needs are clearly outlined for a
meaningful and purposeful technology plan. These must haves include community involvement
(stakeholders), goals and strategies with explanation of their differences, professional

development, the use of budgets, assessment and evaluations including importance of rubrics,
and the importance of influential leadership.
A Technology Plan That Works
Overbay, A., Mollette, M., & Vasu, E. (2011). A Technology Plan That Works. Educational
Leadership, 68(5), 56-59.
Five lessons that every school system should consider when implementing any type of
technology into a school. This article discusses what should happen in order to be effective in
using technology. It also discusses what does happen everyday in reality. Thinking about the
people using the technology is the underlying point throughout this entire article.
Mapping Experience In Organizations: A Learning Process for Strategic Technology
Planning
Routley, M., Phaal, R., Athanassopoulou, N., & Probert, D. (2013). Mapping Experience In
Organizations: A Learning Process for Strategic Technology Planning. Engineering Management
Journal, 25(1), 35-47.
This article is a developmental study that shows how organizations need to stay ahead of
the game when it comes to todays fast-paced technological environments. It states that
engineering managers need to maximize current opportunities and avoid repeating past mistakes.
This article describes a collaborative strategic management tool the Experience Scan and
how it captures the past experience and how to apply learning from this experience to the present
and future situations. Workshops were held in a number of different technology organizations
where participants were asked to provide feedback. This feedback was used to maximize the
opportunity for the organization to collect, capture and integrate individuals and group learning
into organizational learning.
Developing Effective Technology Plans
See, J. (1992). Developing Effective Technology Plans. The Computing Teacher, 19(8). Retrieved
January 1, 2014, from http://www.nctp.com/html/john_see.cfm
This article, while outdated seems to outline the basics to developing a plan that can be
useful in a school system. It states exactly what is needed to be considered effective. Effective
plans are short term, not long term, effective plans are tied to staff development plans, and
effective plans are developed by the staff members using the technology are just a few of the
topics in this article. Even though this article is outdated, the premises behind each section are
things that stand out as important when developing a plan in 2014.

The Incredible Shrinking Budget

The Incredible Shrinking Budget. (2013). T H E Journal, 40(2), 16-24.
This article is a discussion among seven chief technology officers and technology
directors organized by T.H.E. Journal magazine and the Consortium for School Networking.
The main issue discussed was the impact of shrinking IT budgets on school districts and
management of hardware costs.
Technology Planning in Schools
Vanderlinde, R., & van Braak, J. (2013). Technology planning in schools: An integrated researchbased model. British Journal of Educational Technology, 44(1), E14-E17. doi:10.1111/j.14678535.2012.01321.x
This is a short article describing an integrated research model over technology planning
within schools. The model combines research results from several studies which were conducted
during the past years on technology planning in primary schools. The model is brought forth in a
well-organized, holistic manner intended for teachers and school leaders when developing their
schools technology plan. The study focuses on the planning process rather than the plan itself. It
explains the process as dynamic and constantly in need of improvement. The study distinguishes
five basic steps: gaining insight into teachers vision of good education, making inventory of the
actual use of education technology, setting priorities, considering new activities, and drawing up
an action plan.
Technology Curriculum and Planning for Technology in Schools: The Flemish Case
Vanderlinde, R., Van Braak, J., De Windt, V., Tondeur, J., Hermans, R., & Sinnaeve, I. (2008).
Technology Curriculum and Planning for Technology in Schools: The Flemish case. TechTrends:
Linking Research and Practice to Improve Learning, 52(2), 23-26.
Countries all over the world are being faced with the task of planning effectively when it
comes to technology in schools. As mentioned in this article it is necessary for all students
leaving compulsory education to be digitally literate. A vision, on-going plan and collaboration
are all important steps to the technology plan process. In this school system a system called
PICTOS was created in an effort to assist schools in implementing the technology and to gain
further collaboration on the plan.

Rubric
Well-defined
(6 pts)
Goals clearly identified for the
present and future needs of the
school/district.

Goals

Current
Situation

Goals set in place are fully

achievable and maintainable.

Needs Clarification
(4 Pts)
Goals lack clarity and are not
clearly present.
Goals set in place are somewhat
achievable and somewhat
maintainable.

Goals fit the need of the entire

school/district and align with the
vision of the school/district.

Goals fit the needs of a majority

of the school/district and
somewhat align with the vision
of the school/district.

The current reality of the

school/district is fully stated
regarding:
School and community
learning
Engaged Learning
Professional Development
Technology hardware,
infrastructure, software, and
technology support.
Assessment
Teaching and Learning

The current reality of the

school/district is stated, but only
identifies two to three areas
intended for growth and
development:

School and community

learning

Engaged Learning

Professional
Development

Technology hardware,
infrastructure, software, and

Beginning
(2 Pts)
Little to No goals clearly
identifiable and/or present that
describe the current/future needs
of the school/district.
Goals set in place are not
achievable or maintainable.
Goals do not fit the needs of the
entire school/district nor do they
align with the vision of the
school/district.
The current reality of the
school/district is stated, but
identifies two or less areas
intended for growth and
development:

School and community

learning

Engaged Learning

Professional Development

Technology hardware,
infrastructure, software, and
technology support.

Identifies ongoing needs

assessment strategies for all
instructional and non-instructional
staff.

Professional
Development

Identifies strategies to
individualize technology training
and integration in a continuous
and ongoing fashion.

technology support.
Assessment
Teaching and Learning
Identifies current needs
assessment strategies for all
instructional and noninstructional staff.
Identifies strategies for training
beyond basic technology skills
including curriculum integration.
Identifies support system.

Clearly identifies adequate and

ongoing varieties of support for
increasing technology skills.

Assessment
Teaching and Learning

Missing or fails to identify needs

assessment process to inform
professional development.
Missing or identifies only basic
technology skills.
Missing or fails to identify
assessment and evaluation
process.

Identifies assessment and

evaluation linked to professional
development.

Missing or fails to identify all

members of the instructional and
non-instructional staff in the
professional development plan.

The plan clearly identifies the

availability of technology for
students, teachers, administrators,
and other crucial employees of the
county/school district.

The plan identifies the

availability of technology for
students, teachers, administrators,
and other crucial employees of
the county/school district.

Fails to identify the availability of

technology available for students,
teachers, administrators, and other
crucial employees of the county/
school district.

Clearly identifies the types of

technologies offered within the

Identifies several of the types of

technologies offered within the

Fails to identify the types of

technologies offered within the

Clearly identifies assessment and

evaluation with adequate staff and
budget for continuous and ongoing
monitoring.
Accessibility of
Technology
Resources

Budget

school district (including but not

limited to: Computers, Interactive
boards, tablets, software,
educational programs, etc)

school district.

school district.

Identifies current and ongoing

needs assessment strategies for all
technology funding.

Identifies current needs

assessment strategies for all
technology funding.

Missing or fails to identify budget

for technology.

Clearly and accurately identifies

funding and budget for technology
acquisition, maintenance and
personnel.

Identifies funding and budget for

technology acquisition,
maintenance and personnel.

Identifies strategies for continued

financial support of technology
spanning at least three years.

Recordkeeping is regularly
maintained and data is stored in a
central accessible location.
Identifies strategies for funding
partnerships with other schools,
consortia, business, districts, etc.
Evidence of continuous and
ongoing effort to obtain regular as
well as alternative funding for
technology through grants,
partnerships, alumni, federal
programs, etc.

On Going
Evaluation

Identifies clear evaluation goals

and methods that fall in

Identifies adequate evaluation

goals and methods that fall in

Fails to identify evaluation goals

and methods that fall in

Hardware and
Software

compliance with state and federal

mandated guidelines.

compliance with state and federal

mandated guidelines.

compliance with state and federal

mandated guidelines

Identifies 3-5 methods of

evaluation in order to gain a
complete understanding of
technology uses and needs within
the school system.

Identifies 1-3 methods of

evaluation in order to gain a
complete understanding of the
technology uses and needs within
the school system.

Fails to identify methods of

evaluation in order to gain a
complete understanding of the
technology uses and needs within
the school system.

Identifies a clear and established

evaluation timeline with clear and
effective testing dates/time
periods.

Identifies an adequate evaluation

timeline with clear and effective
testing dates/ time periods.

Fails to identify an adequate

evaluation timeline with clear and
effective testing dates/ time
periods.

Clearly identifies complete

technology infrastructure
inventory.

Identifies technology inventory,

including hardware, software,
and network structure.

Missing or fails to identify

elements of the infrastructure and
standards.

Accurate and complete network

mapping is readily available with
a regular schedule for
maintenance.

Identifies standards for hardware,

software, and network
acquisitions.

Lack of recordkeeping.

All records are clear and

accessible in a central location
with adequate backup data stored
in a secure location.
Upgrade protocols are clearly
identified and updated regularly.

Infrastructure records are kept in

a central location.

This plan clearly identifies:

Parent/
Community
Support

Timeline

what technology is available

to parents and the community
how technology is accessed
for parents and members of
the community
how parents and members of
the community will be
informed of available
technology

what technology is available

to parents and the
community
how technology is accessed
for parents and members of
the community
how parents and members of
the community will be
informed of available
technology

The plan is missing one or all of

the following:

what technology is available

to parents and the community
how technology is accessed
for parents and members of
the community
how parents and members of
the community will be
informed of available
technology

A clearly defined statement for

implementation of goals and
strategies. Submitted on time.

A loosely defined statement for

implementation of goals and
strategies. Submitted on time.

Statement of implementation does

not follow a sequential course.
Not submitted on time.

This plan clearly identifies:

This plan identifies:

The plan is missing and/or does

not address one or all of the
following:

Assessment
and
Evaluation

This plan identifies:

data collection for effective

evaluation.
goals and indicators of
achievement.
integration into the
curriculum.
realistic accomplishments
to individual situation.
process as ongoing.

data collection for

effective evaluation.
goals and indicators of
achievement.
integration into the
curriculum.
realistic accomplishments
to individual situation.
process as ongoing.

data collection for

effective evaluation.
goals and indicators of
achievement.
integration into the
curriculum.
realistic accomplishments
to individual situation.
process as ongoing.

Finalized Scoring of Technology Plan

We have chosen to evaluate Douglas County School Systems Technology Plan. The link for this plan is listed as follows:
http://www.douglas.k12.ga.us/Download.asp?
L=2&LMID=&PN=Pages&DivisionID=1860&DepartmentID=1704&SubDepartmentID=&SubP=Level1Page&Act=Download&T=3
&I=9341

Goals

Well-defined
(6 pts)

Needs Clarification
(4 Pts)

Beginning
(2 Pts)

Comments

Goals clearly identified for

the present and future
needs of the school/district.

Goals lack clarity and are

not clearly present.

Little to No goals clearly

identifiable and/or present
that describe the
current/future needs of the
school/district.

6pts
Goals are clearly
identifiable,
achievable, and
maintainable with well
organized strategies
and a plan to achieve
each one.

Goals set in place are fully

achievable and
maintainable.
Goals fit the need of the
entire school/district and
align with the vision of the
school/district.

Goals set in place are

somewhat achievable and
somewhat maintainable.
Goals fit the needs of a
majority of the
school/district and
somewhat align with the
vision of the
school/district.

Goals set in place are not

achievable or maintainable.
Goals do not fit the needs
of the entire school/district
nor do they align with the
vision of the
school/district.

The current reality of the

school/district is fully
stated regarding:

Current
Situation

Professional
Development

School and
community learning
Engaged Learning
Professional
Development
Technology
hardware,
infrastructure,
software, and
technology support.
Assessment
Teaching and
Learning

The current reality of the

school/district is stated,
but only identifies two to
three areas intended for
growth and development:

School and
community learning
Engaged Learning
Professional
Development
Technology
hardware,
infrastructure,
software, and
technology support.
Assessment
Teaching and
Learning

The current reality of the

school/district is stated, but
identifies two or less areas
intended for growth and
development:

School and
community learning
Engaged Learning
Professional
Development
Technology
hardware,
infrastructure, software,
and technology support.
Assessment
Teaching and
Learning

Identifies ongoing needs

assessment strategies for all
instructional and noninstructional staff.

Identifies current needs

assessment strategies for
all instructional and noninstructional staff.

Missing or fails to identify

needs assessment process
to inform professional
development.

Identifies strategies to
individualize technology
training and integration in a
continuous and ongoing
fashion.

Identifies strategies for

training beyond basic
technology skills
including curriculum
integration.

Missing or identifies only

basic technology skills.
Missing or fails to identify
assessment and evaluation
process.

4pts
The plan includes a
clearly defined status
of the districts current
situation but does not
indicate plans for
growth and
development. The plan
only includes 2-3 of
the areas intended for
growth.
.

2pts
Plan entails a specific
professional learning
section; however it is
lacking information
regarding the
professional
development
assessment process for
teachers, staff, and

Clearly identifies adequate

and ongoing varieties of
support for increasing
technology skills.
Clearly identifies
assessment and evaluation
with adequate staff and
budget for continuous and
ongoing monitoring.

Accessibility
of
Technology
Resources

Budget

The plan clearly identifies

the availability of
technology for students,
teachers, administrators,
and other crucial
employees of the
county/school district.
Clearly identifies the types
of technologies offered
within the school district
(including but not limited
to: Computers, Interactive
boards, tablets, software,
educational programs, etc)
Identifies current and
ongoing needs assessment
strategies for all technology
funding.

Identifies support system.

Identifies assessment and
evaluation linked to
professional
development.

The plan identifies the

availability of technology
for students, teachers,
administrators, and other
crucial employees of the
county/school district.
Identifies several of the
types of technologies
offered within the school
district.

Identifies current needs

assessment strategies for
all technology funding.

Missing or fails to identify

all members of the
instructional and noninstructional staff in the
professional development
plan.

Fails to identify the

availability of technology
available for students,
teachers, administrators,
and other crucial
employees of the county/
school district.

administration as well
as its members. The
plan identifies only
basic technology skills
and does not include
information on the
assessment and
evaluation process.

6pts
Plan clearly identifies
all types of available
technologies for
students and staff of
the Douglas County
school district.

Fails to identify the types

of technologies offered
within the school district.

Missing or fails to identify

budget for technology.

4pts
Budget is present and
includes funding

Clearly and accurately

identifies funding and
budget for technology
acquisition, maintenance
and personnel.
Recordkeeping is regularly
maintained and data is
stored in a central
accessible location.

Identifies funding and

budget for technology
acquisition, maintenance
and personnel.

Identifies strategies for

continued financial
support of technology
spanning at least three
years.

resources for each of

the district's
goals/strategies. Plan
refers to purchasing
within a budget under
the Gap Analysis.

Identifies strategies for

funding partnerships with
other schools, consortia,
business, districts, etc.
Evidence of continuous and
ongoing effort to obtain
regular as well as
alternative funding for
technology through grants,
partnerships, alumni,
federal programs, etc.
On Going
Evaluation

Identifies clear evaluation

goals and methods that fall
in compliance with state
and federal mandated
guidelines.

Identifies adequate
evaluation goals and
methods that fall in
compliance with state
and federal mandated
guidelines.

Fails to identify evaluation

goals and methods that fall
in compliance with state
and federal mandated
guidelines

2pts
Plan identifies
methods for
evaluations of the
goals/strategies but has

Identifies 3-5 methods of

evaluation in order to gain
a complete understanding
of technology uses and
needs within the school
system.
Identifies a clear and
established evaluation
timeline with clear and
effective testing dates/time
periods.

Hardware
and Software

Clearly identifies complete

technology infrastructure
inventory.
Accurate and complete
network mapping is readily
available with a regular
schedule for maintenance.
All records are clear and
accessible in a central
location with adequate
backup data stored in a
secure location.
Upgrade protocols are
clearly identified and

Identifies 1-3 methods of

evaluation in order to
gain a complete
understanding of the
technology uses and
needs within the school
system.
Identifies an adequate
evaluation timeline with
clear and effective testing
dates/ time periods.

Fails to identify methods of

evaluation in order to gain
a complete understanding
of the technology uses and
needs within the school
system.
Fails to identify an
adequate evaluation
timeline with clear and
effective testing dates/ time
periods.

Identifies technology
inventory, including
hardware, software, and
network structure.

Missing or fails to identify

elements of the
infrastructure and
standards.

Identifies standards for

hardware, software, and
network acquisitions.

Lack of recordkeeping.

Infrastructure records are

kept in a central location.

no clear and
identifiable areas to
suggest ongoing
evaluations.

4pts
Plan clearly identifies
technology inventory.

updated regularly.
This plan clearly identifies:

Parent/
Community
Support

Timeline

Assessment
and
Evaluation

what technology is
available to parents
and the community
how technology is
accessed for parents
and members of the
community
how parents and
members of the
community will be
informed of available
technology

This plan identifies:

what technology is
available to parents
and the community
how technology is
accessed for parents
and members of the
community
how parents and
members of the
community will be
informed of
available technology

The plan is missing one or

all of the following:

what technology is
available to parents
and the community
how technology is
accessed for parents
and members of the
community
how parents and
members of the
community will be
informed of available
technology

A clearly defined statement

for implementation of goals
and strategies. Submitted
on time.

A loosely defined
statement for
implementation of goals
and strategies. Submitted
on time.

Statement of
implementation does not
follow a sequential course.
Not submitted on time.

This plan clearly identifies:

This plan identifies:

The plan is missing and/or

does not address one or all
of the following:

data collection for

effective evaluation.

data collection for

effective evaluation.

4pts
The plan specifies
what technology is
available to parents
and the community.

2pts
Plan loosely defines
implementation of
goals. Timeline is not
present.

4pts
Evaluation methods
are included for each

goals and indicators of

achievement.
integration into the
curriculum.
realistic
accomplishments to
individual situation.
process as ongoing.

goals and indicators

of achievement.
integration into the
curriculum.
realistic
accomplishments to
individual situation.
process as ongoing.

data collection for

effective evaluation.
goals and indicators of
achievement.
integration into the
curriculum.
realistic
accomplishments to
individual situation.
process as ongoing.

goal with realistic

accomplishments to
individual situations.

Recommendations
GOALS
Although goals are organized, clear, and achievable, we recommend a list of schools impacted, to
clarify if the goals fit the needs of all schools in the district.
CURRENT SITUATION
The plan should identify all areas for intended growth, especially for engaged learning,
assessment, as well as teaching and learning. More depth of information is needed for
professional development and community training.
PROFESSIONAL DEVELOPMENT
The plan should include more current and future plans for Professional Development across all
levels of the schools district. The plan should obtain a specified section in regards to
Professional Development to be clearly identified as a whole using the scattered information on
the topic obtained from other parts of the plan. Assessment strategies, strategies to individualize
technology training, adequate support for increasing technology skills, as well as assessment and
evaluation with adequate staff and budget for monitoring all should be identified in the plan in a
continuous approach.
ACCESSIBILITY OF TECHNOLOGY RESOURCES
Although the plan indicates available technologies, an annotated list of resources available in
regards to software, web 2.0 tools, and educational programs would be beneficial. A discussion
of how these resources aid in instruction and assessment would also prove valuable.
BUDGET
The budget present should incorporate how the records are being kept as well as a discussion for
ongoing efforts to obtain alternative funding and strategies for funding partnerships. The plan
should further identify funding and budget for technology acquisition, maintenance, and
personnel.
ON GOING EVALUATION
While the plan identifies several areas for evaluation, such as goals and strategies it does not
establish forms of ongoing evaluations in all areas of the plan where evaluation is applicable.
Therefore, the plan should include areas of needed growth to evaluate, evaluation plans and
courses of action and methods of evaluation. Also, the plan should include an adequate timeline
in which evaluations.

HARDWARE AND SOFTWARE

The present plan should expand upon their maintenance of both hard and software as well as
devices within the school systems with an applicable timeline, budget, and procedure.
Additionally, the plan should identify a complete and thorough network mapping schedule.
Infrastructure records be accessible and housed in a central, secure location and include details of
upgrade protocols. Finally, this portion of the plan should be made more organized. Details that
pertain to this section were found throughout the technology plan with no clear, designated
section.
PARENT AND COMMUNITY SUPPORT
Although the plan identifies several opportunities in which parent and community support is
present, we recommend that the plan includes more information and clearly identify ways in
which parents can access all available technology.
TIMELINE
The timeline given within the plan should outline technology implementation goals, training
goals, and strategic goal plans. The current timeline is fairly weak. We recommend creating a
more concrete timeline including a clearly defined statement for the implementation of goals and
strategies.
ASSESSMENT AND EVALUATION
The plan should identify more concrete examples of goals and indicators for student success.
Furthermore, the plan should include data collection (the process of data collection, which data is
collected, and where is the data stored) as well as identify how the process is on-going and all
encompassing. Also, the plan should provide more insight into how technology will be
integrated into assessment.