Technology Planning 1

Technology Planning
FRIT 7232 Visionary Leadership in Instructional Technology

Rana P. Winfrey
Group Members
Melissa McLendon
Rana Powell Winfrey
Kevin Scheiwe
Lauren Sinclair

FALL 2013
Sunday, September 22, 2013
Statesboro, Georgia

Technology Planning 2

Section 1 - Annotated List of Resources

See, J. (1992). Developing effective technology plans. The Computing Teacher, 19(8). Retrieved from
http://www.nctp.com/html/john_see.cfm
This article explains how to develop an effective technology plan. See includes tips for creating an effective
technology plan. One of his tips includes creating a short term instead of a long term plan. He mentions that
technology plans are not meant to be long and should be issued for one to three years. He also mentions that
technology is not mainly about the equipment that is used. It should be about the application of the equipment.
See also states that technology should go beyond boosting the curriculum and should be focused on more than
just a computer. Overall, there are several very important tips given about creating an effective technology
plan; however, I believe one of the most important tips states that an effective technology plan should be
developed by the staff members that will be using the plan and not by one random person.
"Missouri Department of Elementary and Secondary Education." Six-Step Process in Creating a
Technology Plan. N.p., n.d. Web. 13 Sept. 2013. Retrieved from
http://dese.mo.gov/divimprove/instrtech/techplan/gettingstarted.htm
This website is based on Missouri Primary and Secondary Schools. It explains in great detail a six step process
for creating a technology plan. The website focuses on the understanding that a technology plan should focus on
integrating technology into the teaching and learning process to show a new way of teaching and learning. The
website also includes other resources to help with creating technology plans. It includes a templates and a
scoring guide.
Rocky Point Union Free School District: District Technology Plan. (2011). Retrieved September 13, 2013
from http://www.rockypointschools.org/pdf/techplan.pdf
The technology plan includes several main sections, covering areas such as vision and mission, goals, and
objectives. Rocky Point has a vision to develop each childs full potential in a nurturing and supportive
environment that will promote a foundation of lifelong learning and an increase in technology usage throughout
life. This plan gives a lot of important information based on the technology plan; however, the appendices are
just important. In the appendices, the information presented is easier to relate to and is easier to understand
from a readers point of view.
The New Hampshire department of education school technology planning guide. (2005). Retrieved

Technology Planning 3

September 12, 2013, from http://www.nheon.org/oet/tpguide/

This planning guide provides local school districts of New Hampshire a recommended outline for the districts
technology groups or committees to aid in creating, updating and implementing their technology plans. The
guide includes an outline of each of the six major sections to include in the technology plan, as well as subsections that are also needed. The six major sections are: introduction, goals, action plan, budgeting, evaluation
and policy/procedure. Sub-sections included in the plan under the action plan section are: access to
technology resources, technology/ICT literacy, professional development and community collaboration.
Georgia department of education technology services 3 year technology plan. (2013). Retrieved
September 12, 2013 from http://www.gadoe.org/Technology- Services/Pages/default.aspx
The Georgia Department of Educations 3-year technology plan provides a good overall example of what
Georgia districts plans should look like. The technology plan includes several main sections, covering areas
such as vision, goals, initiatives, which will be delivered in stages to ensure every Georgia student receives a
customized education. Although the state plan looks a bit different than many of the states district plans, the
same basic information is covered, including spending, professional learning. The bulk of the plan is the
initiatives broken down for each sub group including: teachers and administrators, students, parents and
business.
Florida department of education district technology plans: Essential components and e-rate plan criteria.
(n.d.). Retrieved September 13, 2013 from http://www.fldoe.org/bii/Instruct_Tech/Planning/local.asp
The Florida DOE Tehnology Plan Essential Components and E-Rate Plan Criteria is a guide for school districts
in Florida when completing the required technology plan. The plan maps our each major section (ten total) and
summarizes the essential components in each of those sections. Most of the major sections are very similar or
the same as many of the other state and national technology plans. The one area that is not as common is
section 10; E-rate planning criteria. This section goes into detail the requirements needed to participate in the
federal E-Rate program. The federal E-Rate program provides telecommunication services at a discount rate to
districts that participate in the program. One of the requirements to be considered for the E-rate program is to
have a technology plan. This document details the four sub-sections needed in the E-rate planning criteria
section: 1) clear goals and realistic strategy, 2) professional development strategy, 3) assessment of the services,
hardware, software provided, and 4) an evaluation process.

Technology Planning 4

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 study on school-based ITC policy plans in primary education identified three types of ITC (informationcommunication technology) plans. The three types were: a plan as a vision blueprint, a plan as a technical
inventory, and a plan as a comprehensive policy plan. The study found that teachers and districts with
technology plans that stressed shared goals used educational technology more regularly in the classroom and
had more success implementing the plan criteria. The study also found that ITC plans were created in a variety
of ways. Some examples were ITC training activities, data-driven decision making processes and monitoring
processes. The study found that the use of data and the involvement of teachers led to a more complete and
elaborate plan.
Anderson, Larry S and John F. Perry, Jr. Technology Planning: Recipe for Success. March 1994.
Retrieved September 13, 2013 from http://www.nctp.com/html/tp_recipe.cfm
According to the National Center for Technology Planning (NCTP), the desired outcome of effective
technology planning is that the most appropriate technologies are infused in the most natural manner into a
maximally-effective instructional or administrative program. The NCTP determined that although many
schools have established technology plans, the plans themselves vary widely in size, appearance and scope.
This article attempts to define the essential principals for technology planning and steps to ensure its success. It
can be used as a planning document, reflective of interaction among all components in the planning cycle. It
also directs readers to their website as a place to acquire planning aids, public relations announcements,
checklists, and professional development opportunities.
Anderson, Dr. Larry S. Technology Planning: Its More Than Computers. Retrieved on September 14, 2013
from http://www.nctp.com/tech_plan_links.cfm
This article redefines technology planning. It reminds educators that planning is a comprehensive activity in
planning and not simply purchasing computers for classrooms. The author compares a great technology plan to
a road map. A good Technology Plan map should not only show the distances from one place to another but
also the type and form of infrastructure available for traversing those distances, the direction in which one is
traveling, various points along the path a person would take in getting from one point to another, and a variety

Technology Planning 5

of other descriptive, informative matter. Technology planners must recognize the power of computers; however,
they must know that technology involves so much more than the boxes, wires, and switches of hardware.
Planners must work diligently to make sure honest and effective ideas are manifested in the words of their
written technology planning document and action plan.

Ellmore, Douglas A. Sr. , et al. Reinventing Schools: The Technology is Now! (1995). Retrieved on

September 14, 2013, from http://www.nap.edu/catalog.php?record_id=9485

This article discusses the technology gap between home and school for many students in 2014. Todays
children are the first generation to grow up immersed in technology. Children between the ages of 3 18 are
being hailed as the Nintendo Generation. These children live in a world that is increasingly interactive. They
are the standard bearers as they have never known a world without email, internet, cell phones, etc. Compared
to home and all of the technological gadgets at their disposal, school seems boring. Education reformers and
technology planning groups must develop new approaches and ideas to engage students in the classroom. The
aim should not be to pack the classroom with laptops. Schools should challenge themselves lead students with
technology and to allow students to explore new and exciting topics through technology. Educators must
include technology to guide students in activities that embrace technology.

Section 2 Rubric
School System Technology Plans Rubric

Category
Goals

3
Exceeds
Standards
Goals are
wide-ranging
and realistic for
teaching and

2
1
Meets Standards Does Not Meet
Standards
Few goals are
based on
teaching and
learning goals.

Goals are absent or

seem to be focused
on technology
equipment. Goals

Score

Comments and
Recommendations

Technology Planning 6
learning. Goals
clearly state
when and what
will be done.

are difficult to
understand.

Objectives

Objectives are
assessable and
defined from
goals; they
clearly define
steps to be
taken to attain
goals.

Provides most
of the
objectives.
Some
objectives may
not be easily
achievable.

Objectives are
missing or
inadequate; are
unrealistic or
difficult to
comprehend.

Professional
Development

Plan supports all

staff within the
school/district.
Collaboration
with peers,
technical
assistance, new
instructional
methods are all
provided to
ensure the
district is
meeting
the individual
learners needs.

Plan supports
staff within
school/district.
Collaboration
with peers is
used to ensure
meeting the
individual
learner needs.

Plan does not

support the staff or
allow collaboration
with peers to
ensure meeting the
individual learner
needs.

Assessment of
Telecommunication
Services, Hardware,
Software, and other
services needed

Identifies needs
Identifies
assessment
strategies for
strategies for
basic
technical
troublesupport,
shooting
assistance and
concerning
maintenance;
technology
individualize
issues, support
technology
system,
support training,
process, and
Accurate
schedule of
documentation
maintenance.
of maintenance
is clearly identified.

Missing technical
support strategies
and guidelines.

Accessibility of
Technology Resources

Provides a
detailed plan for
the Americans
with Disabilities
Act.

Provides a
vague plan for
the Americans
with
Disabilities Act.

No plan is
provided for the
Americans with
Disabilities Act.

Budget

Provides a
ranked list of

Provides most,
but not all,

Budget is missing;
provides little or

Technology Planning 7
major tech plan
pricing and
timelines.
Provides
detailed budget
summary
estimate of
expenses.
Budget and
timelines are
realistic and
consistent with
goals.

budgets and
timelines.
Budget is
consistent with
goals.

unclear
information on
budgets and
timelines; budget is
not relevant and
impractical.

Ongoing Evaluation

The monitoring
process of the
technology plan
is described in
detail. Specifics
are shown to
ensure the
goals are being
met within the
system.

The monitoring
process of the
technology
plan is vaguely
described.

The monitoring
process of the
technology plan is
absent.

Conclusion and
Recommendations

Clearly
recognizes the
most important
needs and
challenges
confronting the
district.
Recommendations are stated.

Conclusions
and

Conclusions and

recommendations

are missing.

recommendations

are reasonable
although the
basis of some
conclusions are
not completely
clear.

Section 3 - Technology Plan and Completed Rubric

Technology Plan Reviewed
Marietta City Schools

Marietta, Georgia

Three-Year Technology Plan

January 2012 December 2014

http://www.google.com/url?q=http%3A%2F%2Fwww.marietta-city.org%2Ffiles%2Ftechnology%2FMCS%2520Technology%2520Plan.pdf
%23search%3D%2522technology%2520plan%2522&sa=D&sntz=1&usg=AFQjCNGtr1zm7F27Xg0TZtZORuQoSo3e5Q

School System Technology Plans Rubric

Category
Goals

3
Exceeds
Standards
Goals are
wide-ranging

2
1
Meets Standards Does Not Meet
Standards
Few goals are
based on

Goals are absent or

seem to be focused

Score

Comments and
Recommendations

Goals are relevant to

infrastructure needs.

Technology Planning 8

Objectives

Professional
Development

Assessment of
Telecommunication
Services, Hardware,
Software, and other
services needed

and realistic for

teaching and
learning. Goals
clearly state
when and what
will be done.

teaching and
learning goals.

on technology
equipment. Goals
are difficult to
understand.

Objectives are
assessable and
defined from
goals; they
clearly define
steps to be
taken to attain
goals.

Provides most
of the
objectives.
Some
objectives may
not be easily
achievable.

Objectives are
missing or
inadequate; are
unrealistic or
difficult to
comprehend.

Plan supports all

staff within the
school/district.
Collaboration
with peers,
technical
assistance, new
instructional
methods are all
provided to
ensure the
district is
meeting
the individual
learner needs.

Plan supports
staff within
school/district.
Collaboration
with peers is
used to ensure
meeting the
individual
learner needs.

Plan does not

support the staff or
allow collaboration
with peers to
ensure meeting the
individual learner
needs.

Identifies needs
assessment
strategies for
technical
support,
assistance and
maintenance;
individualize
technology
support training,
Accurate
documentation
of maintenance

Identifies
strategies for
basic
troubleshooting
concerning
technology
issues, support
system,
process, and
schedule of
maintenance.

Missing technical
support strategies
and guidelines.

Goals need to be
more specific,
focusing more on
meeting the needs for
all stakeholders.
Goals also need a
clear timeline for
assessment and
achievement.
Objectives are shown
but are not clearly
defined from goals.
Steps should be
included to show
how the objectives
will be used to
achieve goals.

Professional
Development is
compliant and stated.
Additional classes are
needed to focus on
using new technology
in the classroom, as
well as how the PL can
improve teaching and
learning.

A trouble shooting
schedule is shown.
Specific school site
improvements and
documentation
should be included
for accountability.

Technology Planning 9
is clearly identified.

Accessibility of
Technology Resources

Provides a
detailed plan for
the Americans
with Disabilities
Act.

Provides a
vague plan for
the Americans
with
Disabilities Act.

No plan is
provided for the
Americans with
Disabilities Act.

Budget

Provides a
ranked list of
major tech plan
pricing and
timelines.
Provides
detailed budget
summary
estimate of
expenses.
Budget and
timelines are
realistic and
consistent with
goals.

Provides most,
but not all,
budgets and
timelines.
Budget is
consistent with
goals.

Budget is missing;
provides little or
unclear
information on
budgets and
timelines; budget is
not relevant and
impractical.

The monitoring
process of the
technology plan
is described in
detail. Specifics
are shown to
ensure the
goals are being
met within the
system.

The monitoring
process of the
technology
plan is vaguely
described.

The monitoring
process of the
technology plan is
absent.

Clearly
recognizes the
most important
needs and
challenges
confronting the
district.

Conclusions
and

Conclusions and

recommendations

are missing.

Ongoing Evaluation

Conclusion and
Recommendations

Recommendations

are stated.

are
reasonable
although the
basis of some
conclusions are
not completely
clear.

recommendations

There is no plan is
provided for the
Americans with
Disabilities Act. This
should be included in
the objectives and
inserted into the report.
Budget specifics are
not clearly specified.
Although timelines for
goals/objectives are
labeled, those too are
vague. More detail is
needed for
accountability.

The plan contains a

monitoring schedule
but it is both broad and
vague, lacking specific
details needed for
accountability.

There is no section for

conclusions or
recommendation. One
needs to be added for
future reference and
continuing monitoring.