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_District_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 AwardWinning 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 research-based model. British Journal of Educational
Technology, 44(1), E14-E17. doi:10.1111/j.1467-8535.2012.01321.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

Needs Clarification
(4 Pts)

Goals clearly identified for the present and

future needs of the school/district.

Goals lack clarity and are not clearly

present.

Goals set in place are fully achievable and

maintainable.

Goals set in place are somewhat

achievable and somewhat maintainable.

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.

Current
Situation

Professional
Development

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:

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

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.

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.

Clearly identifies adequate and ongoing

varieties of support for increasing
technology skills.

Identifies support system.

Clearly identifies assessment and

Identifies assessment and evaluation

linked to professional development.

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.

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.
Missing or fails to identify all members of
the instructional and non-instructional staff
in the professional development plan.

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.

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 crucials 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 several of the types of

technologies offered within the school
district.

Fails to identify the types of technologies

offered within the 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.
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,

Identifies funding and budget for

technology acquisition, maintenance and
personnel.

Identifies strategies for continued financial

support of technology spanning at least
three years.

partnerships, alumni, federal programs, etc.

On Going
Evaluation

Hardware and
Software

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

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.

Infrastructure records are kept in a central

location.

Upgrade protocols are clearly identified

and updated regularly.
Parent/
Community
Support

This plan clearly identifies:

This plan identifies:

what technology is available to parents and

the community

what technology is available to parents

and the community

The plan is missing one or all of the

following:

what technology is available to parents and

Timeline

Assessment and

Evaluation

how technology is accessed for parents and

members of the community
how parents and members of the

community will be informed of available

technology

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 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.

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
Well-defined
(6 pts)
Goals

Goals clearly identified for the

present and future needs of the
school/district.
Goals set in place are fully

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

Beginning
(2 Pts)
Little to No goals clearly
identifiable and/or present that
describe the current/future
needs of the school/district.

Comments

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

Current
Situation

Professional
Development

achievable and maintainable.

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:

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

School and
community learning

Engaged
Learning

Professional
Development

Technology
hardware, infrastructure,
software, and technology
support.

Assessment

Teaching and
Learning

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.

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

Identifies strategies for

Missing or identifies only basic

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

individualize technology
training and integration in a
continuous and ongoing
fashion.

training beyond basic

technology skills including
curriculum integration.
Identifies support system.

Clearly identifies adequate and

ongoing varieties of support for
increasing technology skills.

Budget

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
crucials 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 several of the types

of technologies offered within
the school district.

Fails to identify the types of

technologies offered within the
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 identifies assessment

and evaluation with adequate
staff and budget for continuous
and ongoing monitoring.

Accessibility of
Technology
Resources

technology skills.

professional development
assessment process for teachers,
staff, and 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.

4pts
Budget is present and includes
funding resources for each of

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.

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

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

Identifies an adequate

Fails to identify an adequate

2pts
Plan identifies methods for
evaluations of the
goals/strategies but has no clear
and identifiable areas to suggest
ongoing evaluations.

Hardware and
Software

established evaluation timeline

with clear and effective testing
dates/time periods.

evaluation timeline with clear

and effective testing dates/
time periods.

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.
All records are clear and
accessible in a central location
with adequate backup data
stored in a secure location.

Lack of recordkeeping.

4pts
Plan clearly identifies
technology inventory.

Identifies standards for

hardware, software, and
network acquisitions.
Infrastructure records are kept
in a central location.

Upgrade protocols are clearly

identified and updated
regularly.

Parent/
Community
Support

This plan clearly identifies:

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

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

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

Timeline

Assessment and
Evaluation

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:

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.

The plan is missing and/or does

not address one or all of the
following:

data collection for effective

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

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

4pts
Evaluation methods are
included for each 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 on going 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 and evaluation.