Module 3-Task 1-2-3: Technology Plan Evaluation

Team 3:
Stephanie Vickers
Jasmine El-Jourbagy
NeAnn Wooten
Teresa Flemming

FRIT 7232 Visionary Leadership

in Instructional Technology

Fall 2014
September 22, 2014

Technology Planning Annotated Resource List

Team 3

Anderson, L. (1999, January 1). Technology Planning: It's More Than Computers. Retrieved
September 18, 2014, from http://www.nctp.com/articles/tpmore.pdf
This article goes into depth over the topic of planning in the technology world. The idea that it is more
than just computers is the best and most interesting part of this article. The author covers the topics in
depth to make sure that everyone understands the importance of good planning.
District Technology Plan Rubric." District Technology Plan Rubric. N.p., n.d. Web. 04 Sept. 2014.
http://ed.fnal.gov/lincon/staff_rubric.shtml
This website gave a great example of a technology plan rubric. It included all the components a plan
should have.
Kirshstein, R. & Quinones, S. (1998). An Educators Guide For Evaluating the Use of Technology in
Schools and Classrooms. Retrieved September 21, 2014, from
http://www.au.af.mil/au/awc/awcgate/ed-techguide/handbook2.pdf
This article goes step by step in guiding educators to accurately and effectively evaluate technology in
schools. It explains the importance of evaluating, where to begin, what questions to ask, what information
to collect, and how to communicate conclusions. Overall, this is a great article to assist with evaluating
technology plans.
NORTON, S. (2013). TECHNOLOGY PLANNING: DESIGNING THE DIRECTION TO GET
THERE. Knowledge Quest, 42(1), 64-69.
This article discusses guidelines for librarians in establishing technology programs to assist with learning.
Media Specialists are encouraged to develop technology plans that utilize a higher level of technology
implementation. School librarians have the power to take technology use to a new level with the proper
planning and goals.
"Office of Educational Technology." Office of Educational Technology. N.p., n.d. Web. 04 Sept.
2014. http://tech.ed.gov/
This website provided information about the components that should be included in a technology plan.
The site had an example of the national technology plan. The site also had funding information for school
technology grants.
Robertson, K. (n.d.). PROMOTING TECHNOLOGY: 13 WAYS TO DO IT. Retrieved September
21, 2014, from http://www.nctp.com/html/promoting_technology.cfm
This article gives 13 ways of how to promote technology.There were some great ideas to turn educators,
students and community members into technology users and supporters of technology.

See, J. (2012, February 1). Developing Effective Technology Plans. Retrieved September 21, 2014,
from http://www.nctp.com/html/john_see.cfm
This article discusses guidelines and reminders on how to create an effective technology plan.

Three Keys to Technology Excellence." Education World:. N.p., n.d. Web. 04 Sept. 2014.
http://www.educationworld.com/a_tech/tech032.shtml
This website gave a lot of insight of what staff development, community involvement, and student
assessment should look like. It gave the three keys to excellent technology plans.
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 article explores the content of 31 primary schools information and communication technology
plans. Ultimately, three types of plans were identified, including: a vision blueprint, a technical inventory,
and a comprehensive plan. Many different approaches to developing technology plans, training, as well as
activities were discussed in this article.
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 article discusses the importance of using a research based approach when it comes to Technology
planning in classrooms and schools. The article also goes as in depth as giving Technology Planning the
designation of a verb and noun in its descriptions of how the terms are used.

Scoring Rubric for Technology Plan

Components

Goal

Mission Statement

Professional
development

The goal lacks clarity of the

beliefs and values of the school/
district.
The goal needs definition of the
perceived ideal future for all
learners.
The technology goal is an add-on
to the whole school/district vision.

The goal does not include the

beliefs and values of the school/
district.
The goal does not recognize the
future for all learners.
The technology goal is an add-on
and separate to the whole
school/district vision.

Vision is comprehensive and deals

with large learning outcomes of
students, not technology
outcomes.

Vision is limited and deals with

little learning outcomes of
students, focuses on technology
outcome rather that student
outcome.
Many of the following items are
present:
Plan supports all staff within the
school/district.

No clear mission and/or vision is

articulated.

All of the following items are

present:

Staff development is supported

through collaboration with peers.
Technical assistance is provided.
Time to promote learning and
knowledge acquisition.
Goals and activities support
student learning through:
new instructional methods,
involving teachers in curriculum
design, exploration of the
possibilities of technology
innovations in education meeting
the individual learner needs.

Accessibility of
technology
resources
(Americans with
Disabilities Act)
Funding Resources

The goal is clearly stated for the

beliefs and values of the
school/district.
The goal defines the perceived
ideal future for all learners.
The technology goal supports the
whole school/district vision.

Plan supports all staff within the

school/district.

An assessment of
telecommunication
services, hardware,
software, and other
services needed

Staff development is supported

through collaboration with peers.
Technical assistance is provided.
Time to promote learning and
knowledge acquisition.
Goals and activities support
student learning through:
new instructional methods,
involving teachers in curriculum
design, exploration of the
possibilities of technology
innovations in education meeting
the individual learner needs.

Few of the following items are

present:
Plan supports all staff within the
school/district.
Staff development is supported
through collaboration with peers.
Technical assistance is provided.
Time to promote learning and
knowledge acquisition.
Goals and activities support student
learning through:
new instructional methods,
involving teachers in curriculum
design, exploration of the
possibilities of technology
innovations in education meeting
the individual learner needs.

Assessment is comprehensive and

contains detailed information from
hardware, telecommunication
services, software, and other
services.

Technology has been assessed and

analyzed, but may not include
summaries of information from
hardware, telecommunication
services, software, and other
services.

Assessment is absent or incomplete.

Clearly addresses issues of how

the needs of students with
disabilities or limited English
proficiency will be addressed and
the student access to computers.

Adequately addresses most, but

not all, of the issues.

The issues are missing or very

incomplete; difficult to understand.

Specific funding sources are

described including current and
future funding sources. Includes
the reallocation and deployment of
resources & budget figures are

Funding is mentioned, but is

limited to budget figures without
traditional sources.

Funding is not mentioned in the

plan.

Scor
e

included in the plan.

Ongoing evaluation

An evaluation process and

instrument are described in detail,
and are comprehensive in nature.
Assessment is timely, and tied to
the objectives.

An evaluation process and

instrument are described in few
detail, and limited in
comprehensive nature. Assessment
is somewhat timely, and tied to the
objectives.

An evaluation process is lacking, or

is described, but lacks detail and
comprehensiveness. It does not refer
to the objectives.
No ongoing process included.

Plan includes an ongoing process.

Identify Stakeholder/
Contributors

A comprehensive list of
contributors is provided with the
constituencies they represent.
Representation is across all
appropriate areas of stakeholders.

Plan is included but not an

ongoing process.
A list of contributors is provided.
Lack representation across all
appropriate areas of stakeholders.

A list of contributors is not

provided, or if provided, does not
describe the constituencies they
represent. Broad representation is
not apparent.

Total Points___________

Scoring Rubric for Newton Countys Technology Plan

https://docs.google.com/file/d/0B2XrwgzPkAqpV05nd25oNjI2ODQ/edit

Components

Goal

Vision Statement

Professional
development

Score

The goal is clearly stated for the

beliefs and values of the
school/district.
The goal defines the perceived
ideal future for all learners.
The technology goal supports
the whole school/district vision.

The goal lacks clarity of the

beliefs and values of the
school/ district.
The goal needs definition of
the perceived ideal future for
all learners.
The technology goal is an
add-on to the whole
school/district vision.

The goal does not include

the beliefs and values of the
school/ district.
The goal does not recognize
the future for all learners.
The technology goal is an
add-on and separate to the
whole school/district vision.

3- The district has

a clear plan for
the teachers and
students. They
also have a clear
goal to add
instructional
coordinators.

Vision is comprehensive and

deals with large learning
outcomes of students, not
technology outcomes.

Vision is limited and deals

with little learning outcomes
of students, focuses on
technology outcome rather
that student outcome.

No clear mission and/or

vision is articulated.

3- The district has

great learning
outcomes for
students to think
critically,
produce, perform,
and create.

All of the following items are

present:

Many of the following items

are present:
Plan supports all staff within
the school/district.

Few of the following items

are present:

3- The district
did include
allotted time
and support for
professional
development.
Great idea to
strengthen the
teacher leader
program and
have onsite
training.

Plan supports all staff within the

school/district.
Staff development is supported
through collaboration with
peers.
Technical assistance is
provided.
Time to promote learning and
knowledge acquisition.
Goals and activities support
student learning through:
new instructional methods,
involving teachers in curriculum
design, exploration of the
possibilities of technology
innovations in education
meeting the individual learner
needs.

Staff development is
supported through
collaboration with peers.
Technical assistance is
provided.
Time to promote learning and
knowledge acquisition.
Goals and activities support
student learning through:
new instructional methods,
involving teachers in
curriculum design,
exploration of the
possibilities of technology
innovations in education
meeting the individual learner
needs.

Plan supports all staff

within the school/district.
Staff development is
supported through
collaboration with peers.
Technical assistance is
provided.
Time to promote learning
and knowledge acquisition.
Goals and activities support
student learning through:
new instructional methods,
involving teachers in
curriculum design,
exploration of the
possibilities of technology
innovations in education
meeting the individual
learner needs.

An assessment of
telecommunicatio
n services,
hardware,
software, and
other services
needed
Accessibility of
technology
resources
(Americans with
Disabilities Act)
Funding
Resources

Ongoing
evaluation

Assessment is comprehensive
and contains detailed
information from hardware,
telecommunication services,
software, and other services.

Technology has been assessed

and analyzed, but may not
include summaries of
information from hardware,
telecommunication services,
software, and other services.

Assessment is absent or
incomplete.

2- The
technology was
assessed;
however it did
not include
summaries of
information.

Clearly addresses issues of how

the needs of students with
disabilities or limited English
proficiency will be addressed
and the student access to
computers.

Adequately addresses most,

but not all, of the issues.

The issues are missing or

very incomplete; difficult to
understand.

1- The plan did

mention about
but it didnt go
into any
details.

Specific funding sources are

described including current and
future funding sources. Includes
the reallocation and deployment
of resources & budget figures
are included in the plan.

Funding is mentioned, but is

limited to budget figures
without traditional sources.

Funding is not mentioned in

the plan.

An evaluation process and

instrument are described in
detail, and are comprehensive in
nature. Assessment is timely,
and tied to the objectives.

An evaluation process and

instrument are described in
few detail, and limited in
comprehensive nature.
Assessment is somewhat
timely, and tied to the
objectives.

An evaluation process is
lacking, or is described, but
lacks detail and
comprehensiveness. It does
not refer to the objectives.

2-Figures are
included, but
does not
include the
deployment of
resources.
2- Evaluation
process is
included, but
they are not
described in
detail.

Plan includes an ongoing

process.

Identify Stakeholder/
Contributors

A comprehensive list of
contributors is provided with
the constituencies they
represent. Representation is
across all appropriate areas of
stakeholders.

Plan is included but not an

ongoing process.
A list of contributors is
provided. Lack representation
across all appropriate areas of
stakeholders.

No ongoing process
included.
A list of contributors is not
provided, or if provided,
does not describe the
constituencies they
represent. Broad
representation is not
apparent.

1- No list of
stakeholders is
provided,
however they
are directly
mentioned as a
whole but the
description is
very vague.

Total Points 17

Recommendations for Newton Countys Technology Plan

1. Assessment of telecommunication services, hardware, software, and other

services needed: Newton County must evaluate the way they provide clearer
information for those who are to read and use their provided services.
2. Accessibility of Technology Resources: Newton County needs to add to their
plan more information that will clarify how technology will be accessible and
useful for teachers, parents and students that have or may not have disabilities.
3. Funding Resources: In the future, Newton County should provide a more
detailed chart of how all funds are allocated so that there is no question of where
money is going.
4. Ongoing Evaluations: In order to successfully meet the technology needs of the
county, Newton County should constantly evaluate the plans details and make
amendments when necessary.
5. Identify Stakeholder/Contributors: Newton County needs to make sure that
they identify the contributors and the stakeholders of their Technology Plan.