Miranda Zellous

Taitiana Pitkonen

Iman Mcgilberry

Kenya Royal

FRIT 7232: Technology Planning

 Technology Plan Resources

Miranda Zellous

1. ​What's In, What's Out - An Analysis of State Educational Technology Plans.

Conway, P., & Zhao, Y. (2001). What's In, What's Out - An Analysis of State Educational
Technology Plans. ​Teachers College Record,​1-32. doi:1 0717
http://cmapspublic2.ihmc.us/rid=1141179389147_939175131_5820/What'sIN.pdf

Conway and Zhao discuss the four prominent elements of a technology plan: teachers, students,
technology and educational goals, and ways in which each contribute to the success of the overall
implementation of technology within schools. They encouraged ideas such as encouraging teacher
input in technology development and design as well as focusing goals and fair economic
advantages. Based on evidence which supports research stating that students from disadvantaged
backgrounds struggle to perform in comparison to their peers, this paper further notes that
technology plans often disregard this educational gap. Moreover, the inclusion of a more
comprehensive plan allows stakeholders the opportunity to better serve all students through the
integration of technology. This resource provides insight as to how the elements discussed can
contribute to an effective technology plan.

2. ​School District Technology Planning Handbook

Moersch, C. (1995). Levels of Technology Implementation (LoTi): A Framework for Measuring
Classroom Technology Use. Retrieved from
http://loticonnection.cachefly.net/global_documents/1995_11NOV_LoTiFramework.pdf

As researchers began to study technology integration, and its proposed used as defined by district
technology plans, they noticed several emerging patterns. The plans lacked sufficient support for
teachers, failed to demonstrate true integration, and they do not align to educational goals. As a
result, a framework, “that measures levels of technology implementation, or LoTi.” was designed
for staff development based on specific needs. Teachers progressed through seven levels of ability
in which the technology integration shifted from teacher-centered to student-centered. By aligning
LoTi goals to staff needs, “the framework can provide a fair approximation of teacher behaviors
related to technology implementation.” Engaging staff members in technology integration proves
as a crucial role in overall success, and as such should be included in a rubric for technology plans.
3. ​Educational Technology Plans: Keys for Successful Implementation and Accountability
Breithaupt, D. L. (2000). Educational Technology Plans: Keys for Successful Implementation and
Accountability. Retrieved from ​https://files.eric.ed.gov/fulltext/ED444576.pdf

In this paper, the Idaho State Department of education sought to outline conventional standards for
the way in which technology plans were written. They also discussed ways in which to
successfully implement and follow through with the newly developed plan. In an effort to develop
more consistent plans, they bagan by selecting a board of representatives including,
“representatives from all stakeholders administrators, teachers, students, parents, community
members, business leaders, etc.” Following this, the stakeholders continue the process by
conducting a needs assessment, and reviewing and creating instructional objectives. Lastly, they
must evaluate and revise the plan for its effectiveness. It is essential that plans maintain a relevant
status through the use of regular revision. According to Breithaupt, “Annual review and update
allows realignment of goals, objectives, curriculum development, and evaluation, all based upon
the mission and documented needs of the district and state.” By reviewing standard outlines for
technology plans, we are able to gain a better understanding of essential elements for an effective
plan.

Taitiana Pitkonen

4. 10 Tips for School Technology Planning

(​http://www.scholastic.com/browse/article.jsp?id=52​)
This resource offered tips on how to create a technology plan. It kept ideas in perspective such as
making sure the resources used or your school is thinking to buy is useful to your mission or
school goals. It reminds us or shows us simple ways that we can keep technology integration and
planning can be simpler than we think. It offers ways to make sure it doesn’t become
overwhelming. The site also uses simple terms to keep the information easy to digest therefore
allowing anyone to access it and not just accessing it for free, but meaning we can gain insight
from the article.

5. Reimagining the Role of Technology in Education

(​https://tech.ed.gov/files/2017/01/NETP17.pdf​)
This source breaks down how we could view technology in education is five sections. First,
discusses how we can make technology accessible to staff and students. It also highlights ways for
educators to teach this information to staff. Second, discusses the classroom teacher’s role in
educating students about technology use. It emphasizes how technology, if used properly, is
engaging and educational as well as ways for us to evaluate students electronically. Third, talks
about how educators can be leaders in the technology movement and ways to emphasize the
importance of technological education. Fourth, discusses how technology can change the nature of
assessment in multiple ways and how it can be more beneficial for students and teachers. Fifth,
also discusses access to the internet. Each section also offers source recommendations.

6. Bridging the Gap: Technology Trends and Use of Technology in Schools

(​http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.299.6895&rep=rep1&type=pdf#page=
64​)
This source discusses different types of technologies that schools can adopt. It mentions
educational games, networking between different devices, and integrating mobile tools. It also
mentions challenges associated with integrating technology. They mention how tech should or
could eventually be completely personalized which is hard to do without the training or the right
program. They mention how teaching has changed over the years and coming up with alternative
methods of teaching which includes using tech, but also using tech in different ways than initially
thought. The article goes more in depth with the challenges of integrating technology.

Iman McGilberry

7. Infusing Creativity and Technology in 21st Century : A Systematic View for Change
Henriksen, D., Mishra, P., & Fisser, P. (2016). Infusing Creativity and Technology in 21st Century
Education: A Systemic View for Change. ​Journal Of Educational Technology & Society,​ ​19(​ 3),
27-37.
http://proxygsu-ecor.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true
&db=a9h&AN=116991595&site=eds-live&scope=site

In this article the merging of creativity and technology are exposed. This article defines creativity
and gives a systematic approach to merging the two components. This article discusses research of
classroom technology integration. It suggests resources that promote creativity in the classroom as
opposed to stagnant behavior.

8. Technology Planning in Schools: An Integrated Researched Based Model

http://proxygsu-ecor.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true
&db=tfh&AN=84482731&site=eds-live&scope=site
Vanderlinde, R., & van Braak, J. (2013). Technology planning in schools: An integrated
research-based model. ​British Journal Of Educational Technology​, ​44​(1), E14-E17

This resource provides a well organized merge of research studies over the past years. This source
also provides a holistic model. This is a perfect resource for classroom teachers and technology
plan developers. This source goes into depth about 5 steps used to develop technology plans.
Kenya Royal

9. Creating a Technology Plan

https://www.thirteen.org/edonline/primer/techplan.html

The information in this article discusses the importance of writing a technology plan, whether it be
for your classroom or district wide. It states that, “A written Technology Plan will help you
articulate your needs and goals, and help you communicate--and sell--them to your community.
The article is a good resource because it list and gives an explanation of the main components that
need to be included in a technology plan: Introduction, Goals and Objectives, Existing Resources,
New Resources, Training, Maintenance, Costs and Funding, and Assessments.

10. Developing a School Technology Plan

http://www.teach-nology.com/teachers/educational_technology/tech_plan/

This article discusses the importance of developing a school technology plan and how it is more
than just a document that lists the different uses of technology in education. The article states that
teachers, parents, and governors need to be involved in developing a plan for technology to ensure
that the budget, the technology chosen as well as other goals can be achieved, all in a timely
manner. Also, it states that it needs to overcome the obstacles staffers and teachers may have in
dealing with new technology and that frequent reviews need to be performed to see how the plan
is going.

11. District/School Technology Plan Template Your Blueprint for Success

http://www.scilearn.com/sites/default/files/imported/alldocs/cp/school-district-technology-plan.pd
f

This is a blueprint/template for what should be included in a school/district technology plan. It

lists and asks questions for each section of the technology plan and has a checklist to make sure all
information is added to the technology plan for completion.
 Rubric

Emergent-1 Progressing-2 Meets-3

Goals Goals are absent, Goals are still undefined Goals are clearly stated,
undefined, or or immeasurable. Goals present, defined, and
immeasurable focus on technology use. measurable. Goals are
aligned to student
achievement, not just
technology use.

Professional Lacks a plan for staff Staff is trained, has time Staff is trained, have
Development with little to no support to explore, little to no ample time to explore,
for staff support. Professional and receive adequate
development plan does differentiated support.
not support the goals of The professional
the mission/vision development plan is
statement tightly aligned to the
goals.

An assessment of The assessment lacks The assessment provides The assessment provides
telecommunication breath with little regard a general overview of a clear and thorough
services, hardware, towards maintenance and services needed which evaluation of services
software, and other policies. may or may not be needed for successful
services needed specific to the county. technology integration
There is a plan regarding and use. The assessment
regular maintenance of provides a plan for
services. addressing issues
pertaining to services.
Software and copyright
policies are addressed
with plans to
accommodate each.

Accessibility of Resources unavailable to Limited resources are Resources are available

technology resources staff available to staff to staff, sources to obtain
sources are stated
clearly, training is

Budget Budget is used loosely
with little to no
reasoning behind
spending
Ongoing evaluation No evaluation plan
stated or very little detail
offered if needed
Budget has been Budget is allocated to
prioritized, but not used areas of greatest
as supported by the importance based on
needs of the district. feedback from the needs
assessment. Spendings
are directly tied to the
goals
Evaluation plan stated Evaluation plan is
but not clear or not used clearly stated and
implemented in a timely
fashion. There is a clear
process for how the
evaluation will be
implemented.
Evaluation is consistent
with stated goals.
Gwinnett County Public Schools Technology Plan Evaluation

https://publish.gwinnett.k12.ga.us/gcps/wcm/connect/f7343ec6-409b-4f2a-8ace-e0bde9392c12/G
CPSTechPlan2012-2015.pdf?MOD=AJPERES

Goals- 3

The goals mentioned in the Gwinnett County Public Schools technology plan reflect the values of
the county, and focus on student achievement as their top priority. The goals are also aligned to
the mission and vision statement for the county as they reflect their commitment to the students in
the district. GCPS also stated that they will employ “research-based Quality-Plus Teaching
Strategies and appropriate technology will be used to engage students and to tailor instruction for
different learners and learning styles”. They are fully committed to student achievement through
the use of technology.

Professional development- 2

Professional development is mentioned in this technology plan, however, as described, staff

members receive equal development opportunities regardless of entry level skills and attributes.
The plan also lacks ongoing development opportunities. In order to remedy the shortcomings, an
assessment of teachers’ prior knowledge and abilities will allow professional development
opportunities to become more meaningful for the staff. The district can identify members who
may need additional support, and plan accordingly using various teaching strategies.

Ongoing Evaluation-2

Evaluation plans are stated from some goals. Some goals explain how they will evaluate by using
parent, teacher, and student feedback. It would be beneficial for the goal to have a more
measurable evaluation for data accuracy. There is an individual assigned to evaluate technology
effectiveness but the recurrence is not stated clearly. I would like to add when the evaluation will
take place in an organized manners. Data collection strategies are mentioned for the goals and are
designed to evaluate technology effectiveness.

Budget-2

Although funding is mentioned, the link and downloadable is not accessible to the public. The
description does state that the eRate funding is linked. The county should provide a downloadable
link for the public to see so they know how funds are being allocated. This also allows the public
to know if the funds are being used effectively.
 Telecommunication-2

The assessment provides a general overview of services needed which may or may not be specific
to the county. There is a plan regarding regular maintenance of services. This plan does mention
the district policies. Copyright and software policies are mentioned but not specific for each goal.
The plan should be revise and state the policies.

Resources-2

The plan mentions that students will have access to technological resources to make learning
relevant during the school day as well as teachers having access through their school computers.
There isn’t much detail about these resources. The plan uses vague terms stating they will provide
links and websites based on grade level that can be accessed at home, but doesn’t go into detail
about these sites and clicking the eclass link, which provides digital tools to the teachers, brings us
to a broken link. The county should check for broken links and provide more detail about the
resources they had in mind.

Rubric Evaluation for Gwinnett County Public Schools

Emergent-1 Progressing-2 Meets-3

Goals Goals are absent, Goals are still undefined Goals are clearly stated,
undefined, or or immeasurable. Goals present, defined, and
immeasurable focus on technology use. measurable. Goals are
aligned to student
achievement, not just
technology use.

Professional Lacks a plan for staff Staff is trained, has time
Development with little to no support to explore, little to no
for staff support. Professional
development plan does
not support the goals of
the mission/vision
statement
Staff is trained, have
ample time to explore,
and receive adequate
differentiated support.
The professional
development plan is
tightly aligned to the
goals.
An assessment of The assessment lacks
telecommunication breadth with little regard
services, hardware, towards maintenance
software, and other and policies.
services needed
Accessibility of Resources unavailable to
technology resources staff, students, or
parents.
Budget Budget is used loosely
with little to no
reasoning behind
spending
Ongoing evaluation No evaluation plan
stated or very little detail
The assessment provides The assessment provides
a general overview of a clear and thorough
services needed which evaluation of services
may or may not be needed for successful
specific to the county. technology integration
There is a plan regarding and use. The assessment
regular maintenance of provides a plan for
services. addressing issues
pertaining to services.
Software and copyright
policies are addressed
with plans to
accommodate each.
Limited resources are Resources are available
available to staff, to staff, students, and
students, or parents. parents. Links to reach
There is a link available sources are stated
to find resources. clearly, training is
offered if needed.
Budget has been Budget is allocated to
prioritized, but not used areas of greatest
as supported by the importance based on
needs of the district. feedback from the needs
assessment. Spendings
are directly tied to the
goals
Evaluation plan stated Evaluation plan is
but not clear or not used clearly stated and
implemented in a timely
fashion. There is a clear
process for how the
evaluation will be
implemented.
Evaluation is consistent
with stated goals.