Module 3: Technology Plan Evaluation FRIT 7232: Visionary Leadership in Instructional Technology Group Members: Shannon Moore, Lisa

OBrien, ShaWanda Williams, Tiffany Williams Fall 2013

Module 3: Technology Plan Evaluation

List of Technology Plan Resources

Article One: Successful K-12 Planning: Ten Essential Elements

Bennett, H. (2003). Successful K-12 technology planning: Ten essential elements. Teacher Librarian, 31(1), 22-25. Retrieved from http://search.proquest.com/docview/224878294?accountid=10661 This article is helpful in creating the rubric, because it gives tips on how to successfully plan a technology plan. You can use the indicators to create rubric based on the elements that are needed to create the plan. It gives suggestions on who should be involved such as stakeholders. It also discusses planning a vision, and integrating the technology into curriculum. Comparing the elements in the article to the elements in the technology plan will help decide if the plan is adequate.

Article Two: Addressing Instructional Technology Needs in Faculties of Education

Gibson, S., & Nocente, N. (1998). Addressing instructional technology needs in faculties of education.

Alberta Journal of Educational Research, 44(3), 320. Retrieved from

http://search.proquest.com/docview/228622958?accountid=10661 This article examined the various technology plans in a district. The plans were evaluated to see if they were meeting the needs of the educational needs of the schools. In the research is discussed if the technology was up-to-date, and relevant. It examined student usage and availability. The article also discussed concerns of the faculty member about technology and curriculum. This was helpful because it outline of things to look for or question in a technology plan. It is also helpful in creating the rubric.

Article Three: Ten Must Ask Questions When Developing a Technology Plan
Oliver, J. (1997). Ten must ask questions when developing a technology plan. The School Administrator, 54 (4), 26-29 http://www.aasa.org/SchoolAdministratorArticle.aspx?id=15442 The article discusses 10 questions that should be asked when creating a plan. The article also describes why each question is essential and gives a description of what is needed. The article is important to the rubric planning stage in that it provides a detailed checklist of needed elements during the development of technology plans.

Article Four: Six-Step Process in Creating a Technology Plan

Missouri Department of Elementary and Secondary Education (2013). Six-Step process in creating a technology plan. Education Technology. Retrieved from http://dese.mo.gov/divimprove/instrtech/techplan/gettingstarted.htm The Missouri Department of Education has provided a very easy, yet informative process in developing a technology plan. By using six steps, educators and administrators are able to create their own technology plan with the help of resources, templates, and a scoring guide. If a school or school system is just starting out with creating a technology plan, they should definitely consult this states website for assistance.

Article Five: Ten Tips for School Technology Planning

Revenaugh, M. (2013). Ten tips for school technology planning. Scholastic Administrator. Retrieved from http://www.scholastic.com/browse/article.jsp?id=52 The author of this article provided ten tips on creating a school technology plan. With the changing economic times, decisions can be difficult to make when looking ahead three to five years down the road when it comes to an ever changing technology plan. With the tips that Revenaugh provides, school can create a technology plan using the basics of leaving room for risk, being smart about data, keeping an eye on cost, and learning from the students.

Article Six: Guidebook for Developing an Effective Instructional Technology Plan

Anderson, S. (1996). Guidebook for developing an effective instructional technology plan. National Center for Technology Planning. (pp. 11-12). Retrieved from http://www.nctp.com/guidebook.cfm The Mississippi State Guidebook of technology has provided insight towards the development of the rubric. The guidebook breaks down several aspects of the technology plan that should be considered when one is being prepared. The guidebook places emphasis on the need to evaluate the technology plan at least once a year to make sure the plan is meeting the needs of the educators. During this time the guidebook states that when the plan is evaluated and parts of the plan that is not working for the educators can be changed and revised.

Article Seven: Educational Technology Planning: Educational Technology Guidelines and Resources
Saunders, M. Virginia Department of Education, Office of Technology. (2012). Educational technology planning: Educational technology guidelines and resources. Virginia Department of Education. Retrieved from Commonwealth of Virginia website: http://www.doe.virginia.gov/support/technology/edtech_plan/guidelines_resources/ This article focuses on how educational systems develop and maintain online assessment access for everyone. It also states that learning should include a transition into technology. The resources should be available for use by all the stakeholders on various levels of education. The rubric will benefit from this article because it allows a checkpoint for the online assessment access and the transitioning process.

Article Eight: Evaluating the Effectiveness of Technology in Our Schools

Noeth, R., & Volkov, B. (2004). Evaluating the effectiveness of technology in our schools. ACT: Information

for Lifes Transitions. Retrieved from

http://www.act.org/research/policymakers/pdf/school_tech.pdf This policy report provides a view of the issues concerning the effectiveness of technology in its role to enhance education. According to the authors, this report is intended for use by educational leaders and policymakers who are concerned with making optimal use of technology in the schools. Further, this document provides insightful information and specific recommendations about evaluating the effectiveness of technology plans and technological applications currently being implemented to enhance teaching, learning, and achievement. Specifically stated in the article is that every technology plan should include an evaluation component to assess agreed-upon outcomes outlined in school/district plans.

Article Nine: An Educators Guide to Evaluating the Use of Technology in Schools

Kirshstein, R., & Quinones, S. (1998). An educators guide to evaluating the use of technology in schools and classrooms. U.S. Department of Education: Office of Educational Research and Improvement. Retrieved from http://www.au.af.mil/au/awc/awcgate/ed-techguide/handbook2.pdf This article focuses on the need to understand technologys impact on improving student achievement in a fast-paced society. The authors also address the need to carefully evaluate implementation components of technology plans that states and districts use to receive funding. This guide, written by the authors on behalf of the U.S. Department of Education, is an incredibly useful tool for district and school personnel who hope to become familiar with the basic principles of evaluation of school/district technology plans. Throughout the document are step-by-step procedures that range from developing technology planning committees to evaluating current technology resources and needs. Last, the authors specifically outline key components for developing technology plans to ensure that technology will be used effectively to benefit student learning and achievement.

Article Ten: Preparing Today for Tomorrow: The Educational Technology Plan for New Jersey
New Jersey Department of Education, Office of Technology. (2007). Preparing today for tomorrow: The educational technology plan for new jersey. New Jersey Department of Education. Retrieved from http://www.nj.gov/education/techno/state_plan.htm The New Jersey Department of Education provides an in-depth look at the members and process involved with creating their states technology plan. The plan includes four specific goals, with corresponding objectives, for technology in their state. The goals and objectives for New Jerseys technology plan are clearly written and easy to understand. Further, for each of the goals, the Office of Technology has provided examples of how each goal will be met and maintained both locally and state-wide.

Technology Rubric
School/District Being Evaluated: Link to Technology Plan:
Goals
Unacceptable 0pts. Goals are not clear or well defined. Goals are not adequate. Acceptable Target 3 pts. 6 pts. Goals are clear and Goals are clear, well, well defined. Goals are defined, and aligned aligned with vision. with vision. Goals are adequate and will allow for growth of technology. Professional Professional development is development is adequate and adequate and appropriate. appropriate. Professional development is aligned with the vision and goals, and it is appropriate for technological needs addressed in the technology plans. The plan establishes The plan establishes clear goals and a clear goals and at least realistic strategy for two realistic strategies using for using telecommunications telecommunications and information and information technology to improve technology to improve education or library education or library services. services. The plan has defined The plan has clearly ways to develop and defined ways to maintain online develop and maintain assessment access or it online assessment states how to include access, and it clearly the transition to states how to include technology while the transition to learning technology while learning Budget is provided and Budget is clearly consistent with the defined and provides a goals. detailed list of all plans and expenses with estimated cost and possible alternatives. The budget remains consistent with the goals of the technology plan. Comments/Total Points

Professional Development

Professional development is inadequate or not addressed.

Telecommunication Services

Technology Resources

The plan does not establish goals and a realistic strategy for using telecommunications and information technology to improve education or library services is not given. The plan does not define ways to develop and maintain online assessment access and does not state how to include the transition to technology while learning. Budget is not clearly defined or not addressed.

Budget

Ongoing Evaluation

Evaluation plan not stated and evaluation revisions are not given/explained.

Evaluation plan stated or evaluation revisions are not appropriate for vision and goals.

Current Situation

The current reality of the school/district is stated, but does not define areas of development. The plan does not include a school/district assessment of the telecommunication services, hardware, software and other services that will be needed to improve education or library services. Plan does not address how the school/district will acquire community support. Strategies for increasing community awareness to the need and importance of technology in the 21st Century are not given. School/district plan is difficult to read and understand; document contains three or more spelling/grammar/ punctuation errors.

The current reality of the school/district is stated, but only defines one or two area of development. The plan includes a school/district assessment of telecommunication services, hardware, software and other services that will be needed to improve education or library services. Plan addresses how the school/district will acquire community support, but strategies for increasing community awareness to the need and importance of technology in the 21st Century are not given. School/district plan is easy to read and understand; document contains one or two spelling/grammar/ punctuation errors.

Evaluation plan stated to be done with yearly evaluation schedule and the evaluation revisions are appropriate for vision and goals. The current reality of the school/district is stated, and includes at least three areas of development. The plan includes a current school/district assessment that clearly defines the telecommunication services, hardware, software and other services that will be needed to improve education or library services. Plan clearly addresses how the school/district will acquire community support. At least one strategy for increasing community awareness to the need and importance of technology in the 21st Century is given. School/district plan is easy to read and understand; document is free of spelling/grammar/ punctuation errors.

Assessment

Community/School Support

Design

Technology Rubric
School/District Effingham County School District Being Evaluated: Link to Technology http://www.effinghamschools.com/cms/lib4/GA01000314/Centricity/Domain/60/Effing ham%20County%20Technology%20Integration%20Plan%202009-2012.pdf Plan:
Goals
Unacceptable 0pts. Goals are not clear or well defined. Goals are not adequate. Acceptable Target 3 pts. 6 pts. Goals are clear and Goals are clear, well, well defined. Goals are defined, and aligned aligned with vision. with vision. Goals are adequate and will allow for growth of technology. Professional Professional development is development is adequate and adequate and appropriate. appropriate. Professional development is aligned with the vision and goals, and it is appropriate for technological needs addressed in the technology plans. The plan establishes The plan establishes clear goals and a clear goals and at least realistic strategy for two realistic strategies using for using telecommunications telecommunications and information and information technology to improve technology to improve education or library education or library services. services. The plan has defined The plan has clearly ways to develop and defined ways to maintain online develop and maintain assessment access or it online assessment states how to include access and it clearly the transition to states how to include technology while the transition to learning technology while learning Budget is provided and Budget is clearly consistent with the defined and provides a goals. detailed list of all plans and expenses with estimated cost and possible alternatives. The budget remains consistent with the goals of the technology plan. Comments/Total Points 6 pts. Seven specific goals were identified; each allows for growth of technology. 3 pts. Professional development is discussed and adequate, but the plan does not detail specific alignment with vision and goals. 6 pts. Seven strategies for improving telecommunications and information technology were identified in the plan. 0 pts. Currently, this plan does not address any element of online assessment.

Professional Development

Professional development is inadequate or not addressed.

Telecommunication Services

Technology Resources

The plan does not establish goals and a realistic strategy for using telecommunications and information technology to improve education or library services is not given. The plan does not define ways to develop and maintain online assessment access and does not state how to include the transition to technology while learning Budget is not clearly defined or not addressed.

Budget

3 pts. A detailed summary of the overall budget and list of expenses should be provided in this plan.

Ongoing Evaluation

Evaluation plan not stated and evaluation revisions are not given/explained.

Evaluation plan stated or evaluation revisions are not appropriate for vision and goals.

Current Situation

The current reality of the school/district is stated, but does not define areas of development. The plan does not include a school/district assessment of the telecommunication services, hardware, software and other services that will be needed to improve education or library services. Plan does not address how the school/district will acquire community support. Strategies for increasing community awareness to the need and importance of technology in the 21st Century are not given. School/district plan is difficult to read and understand; document contains three or more spelling/grammar/ punctuation errors.

The current reality of the school/district is stated, but only defines one or two area of development. The plan includes a school/district assessment of telecommunication services, hardware, software and other services that will be needed to improve education or library services. Plan addresses how the school/district will acquire community support, but strategies for increasing community awareness to the need and importance of technology in the 21st Century are not given. School/district plan is easy to read and understand; document contains one or two spelling/grammar/ punctuation errors.

Evaluation plan stated to be done with yearly evaluation schedule and the evaluation revisions are appropriate for vision and goals. The current reality of the school/district is stated, and includes at least three areas of development. The plan includes a current school/district assessment that clearly defines the telecommunication services, hardware, software and other services that will be needed to improve education or library services. Plan clearly addresses how the school/district will acquire community support. At least one strategy for increasing community awareness to the need and importance of technology in the 21st Century is given. School/district plan is easy to read and understand; document is free of spelling/grammar/ punctuation errors.

6 pts. For each goal, evaluation methods and benchmark periods are provided. 0 pts. No areas of development noted. 6 pts. Current, specific needs for telecommunication services, hardware, and software are identified and embedded throughout the document. 3 pts. The plan discusses ways of involving the community with technology, but does not provide in-depth details of strategies to improve awareness. 6 pts. No spelling/grammar/ punctuation errors were found.

Assessment

Community/School Support

Design

Recommendations for the plan based on our observations: This technology plan needs to identify at least two areas of development in regard to the current situation in the Effingham County School District. Though the current reality of hardware in the school is detailed, there is little mention of the status of software, engaged learning, and technology support currently available in the district. Further, the plan does not recommend or suggest that any of these areas need improvement. This plan could also be improved by using the vision and goals outlined in the plan to develop and guide professional development opportunities. To do this, we recommend identifying which technology tools may make the greatest impact in the district, and use this information to develop professional development courses and workshops that explicitly teach faculty and staff how to use these technologies. As it stands, this plan does not address how the district plans to implement or maintain online assessment. As a suggestion, we recommend adding at least one way the district can incorporate online assessment into the schools.

Doing so can prove invaluable as many technological assessment tools provide data that capture a snapshot of students strengths, weaknesses, and performance compared to other students in the school, district, and even country, depending on the assessment. Though adequate information is given about 21st Century learning, no strategy for increasing or improving this area is given other than reporting students technology successes in the Effingham Herald. We suggest adding at least one specific strategy of how the district plans to involve the community with technology. As an example, the school district may collaborate with stakeholders of the community (educational agencies, community churches, local businesses) to host a quarterly event aimed at preparing children and their families for the future through building their awareness of educational tools and resources. For each goal outlined in the plan, there are sources of funding also provided. However, a detailed outline of the budget is needed to gain a true picture of the districts current situation. We feel it is necessary to provide the funds available and funds needed for the district to implement this plan. Further, we recommend that the district break down exactly how and when the budget will be expensed. Alternatives for funding should also be included.