Running Head: TECHNOLOGY IMIPROVEMENT PLAN

Technology Improvement
Plan Title Page
EDIT 760-D1 Instructional Tech Leadership S118
Markeda Stuckey
Coastal Carolina University
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According to the International Society for Technology, many schools, districts and states

have a stand-alone educational technology plan. They integrate this plan into its cycle of

improvement planning. A technology plan is a considered to be a strategic plan that informs a

particular group where they are and identifies the future outcome with regards to technology and

infrastructure. ISTE believes the power of technology will transform teaching and learning,

accelerate innovation and welcome computational thinking in education. Edutopia defines

computational thinking as a way to solve problems, design systems, and understand human

behavior by drawing on concepts. Experts would say it is an alternative approach to tacking

stimulating questions and ambiguous problems. It challenges students to draw parallels between

what they have learned and their approach across all disciplines. Incorporating computational

thinking is simple, and will certainly help your students master learning objectives.

Hannah Pamplico Elementary Middle School, was used as a subject school for ISTE

Standard 1-5 brief papers. The school services K-8th grade. Superintendent Neal Vincent came

in and revamped the district’s technology plan and immediately began allocating laptops,

Chomebooks, and iPads throughout the district transforming HPEM to a one to one device

school. The past five weeks intense interviews were conducted, and the results were analyzed

within brief papers. This process revealed overarching issues, issues that are not evident within

the school. My technology improvement plan will address these issues.

Standard 1, The Visionary Leadership standard addresses the mission statement and the

role it plays with technology integration. Florence County School District 2 elementary/middle

school’s mission is, Hannah-Pamplico Elementary Middle School fosters a safe, successful

learning environment in which students are afforded opportunities to become productive

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responsible citizens. A mission statement is the action plan that helps the school attain their

vision. Although well written, and pretty broad it lacks the school’s technology vision. One of

the superintendent’s initiatives was to transform the district into a technology-rich learning

environment. As just stated, the mission statement should be the guide or outline for a school. If

it fails to mention the technology vision, one would be inclined to believe the school lacks

technology assimilation. The school needs to revise their mission statement to include the

technology initiative. Creating a mission statement requires precise steps. HPEM works as a

team to create a few rough drafts. From there the rough drafts are voted upon by the staff. The

board receives a copy of the proposal, and upon approval it is made the official mission

statement. HPEM reproduces a mission statement every five years. They have another year

remaining before they have to create a new one. There are two possible resolutions, one create a

new one for the upcoming year or wait until the end of the fifth year. I highly doubt the school

will go through the tedious steps to create a new mission statement this year. The first and most

critical step would be to suggest we incorporate our objective to implement technology to

prepare our students to be productive responsible citizens. I would then proceed with the

necessary steps. There are no additional resources or training needed for this resolutions. The

timeframe for this should be completed by the beginning of the 19-20 school year. Success

would be revised mission statement.

Standard 4 Systemic Improvement, addresses school metrics, how schools collect and

analyze data, interpret results, and share findings to improve staff performance and student

learning. My interviewee considered this as a weakness for HPEM, and I agree with her. Some

Data is collected and utilized, but more substantial data would be beneficial in the long run. Our
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school attendance, proficiency rates for all subjects, and research grants were suggested as

potential additional data. The school currently does not have a truancy plan and it is evident.

HPEM has a few families that do not take attendance seriously. They are unaware of the

damaging effects of poor attendance. Data would make it a priority for the school as well as

parents. Specialty courses data (AP/foreign language, etc) are collected and tracked (excluding

state testing). If more teachers were held accountable they would take their job seriously. They

would know someone would be reviewing their progress from year to year. HPEM has a few

grants in place, the grant purpose is not always clear. Data would indicate which are necessary

and unnecessary. According to HPEM’s assistant principal, a resolution for this would require a

little more leg work, and data would be the key component. The first step is, collecting data

from other schools. Research their methods for collecting and analyzing data. Compare it to

HPEM’s data analysis, compiling data on a spreadsheet. I would have to also list advantages for

adding each. She suggested I start with our interventionists by submitting my findings to them

for their feedback. Combine their input, and set up a meeting with administrators. At this point

they would spearhead things and use the data and meet with the Superintendent. Starting this

process in August, it would take approximately a year to two years to be fully implemented.

Success would be the school updating their metrics, and allowing data to drive instruction.

The fifth standard, Digital Citizenship encourages educators to promote productive

digital routines. One of the indicators referenced how HPEM models and facilitate the

development of a shared culture understanding and involvement in global issues through the use

of contemporary communication and collaboration tools. My interviewee and I agreed that we

have to increase our student’s cultural awareness. Students desperately need to divulge into the
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world and learn about the differences that separate and unite us. There are several alternate

resolutions. Many can be planned by a classroom teacher. My interviewee suggested E-Pals

which is the modern version of pen pals. Being HPEM is a google school we could use google

hangouts, and skype to video chat with classes across the world. There are several schools

willing to connect and foster an educational partnership. Cultural awareness could be fostered

through virtual field trips, conducting interviews, and various assignments/projects just to name a

few. This discussed would take place during one of our weekly meetings which would spark

some interest among teachers. HPEM’s schools technology coordinator would need to facilitate

a trainings (E-Pals, google hangouts, skye virtual labs etc). No additional resources because our

classes are equipped with items needed. Success would be HPEM developing educational

partnerships with various schools, and students becoming informed about cultures around the

world.

The final issue was mentioned during standard 2, Digital Age Learning Culture. The

fourth questions asked how HPEM administrators ensure effective practices in the study of

technology and its infusion across the curriculum. There is some evidence of it in the school, but

unfortunately it is not evident in every class. We have some seasoned teachers that are not

enthused about technology. During trainings and tutorials they are always sitting in the back and

one of the last ones to participate. Technology is barely used or seen in their classrooms. They

would rather call on a colleague to complete a task or find a retro way to complete it. To a

degree, I do sympathize with them. Technology intimidates them mostly because they do not

fully understand it. On the other hand, I see its value, and know it is vital for students to make

connections. I acknowledge a resolution would be a difficult task, but it is one that needs to be
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resolved. I would suggest more tutorials and trainings for starters. Secondly, assign a tech

buddy for each grade level that would assist with quick technology needs and questions. These

needs include repeat tutorials, and verbal or written walk through steps. The tech buddy does not

need to be a certified technology coordinator. He or she could be a person that feels comfortable

with implementing and using technology pieces. The tech buddy’s sole purpose is to help not

complete tasks. The tech buddy would also do quick observations and demonstrations as needed.

Research suggests repetition helps with learning new information so reiteration would lead to

retention. There would need to be additional trainings, an assigned tech buddy for each grade

level, and resources are available on hand. The timeframe would need to be flexible. I would

suggest this being ongoing, because technology is advancing every day. Success would be all

teachers implementing technology with ease, no one asking for someone to complete a task for

them, and all students reaping the benefits.

In conclusion, the listed overarching areas of concern be an asset to HPEM if corrected.

The school does have evidence of most of ISTE’s standards, but there are a few inadequacies.

This technology improvement plan addresses them, precisely. ISTE shares the same aspiration

as many schools, to create solutions and connections that improve opportunities for all learners.

This will be completed by conveying concrete guidance, evidence based professional learning,

virtual networks and thought-provoking events.

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References

International Society for Technology in Education. (2018). ISTE. Retrieved from

http://www.iste.org/standards/for-administrators

Sheldon, E. (2017). Computational Thinking Across the Curriculum. Retrieved from

https://www.edutopia.org/blog/computational-thinking-across-the-curriculum-eli-sheldon