Technology Plan Evaluation

Group Members
Ashley Barnard
Shanna Floyd
Joy Flynn
Hassan Kariem
Alice Lasseter

By: Alice Lasseter

FRIT 7232
Module 3
Spring 2014

Annotated List of Resources

Successful K-12 Technology Planning: Ten Essential Elements. ERIC Digest.
Barnett, H., & ERIC Clearinghouse on Information and Technology, S. Y. (2001).
Successful K-12 Technology Planning: Ten Essential Elements. ERIC Digest.
The digest article discusses ten elements that need to be covered when creating a
technology plan for a school district. There are also multiple resources listed that could
be used to help assess where a school district is with their technology and how to make
the technology plan to meet the needs of that district. This will help making a rubric for a
technology plan as it covers many of the topics that need to be covered when creating a
technology plan.
Transforming American Education: Learning Powered by Technology
Department of Education (ED), O. (2010). Transforming American Education: Learning
Powered by Technology. National Education Technology Plan, 2010. US
Department Of Education,
This is a very long document so I did not read it all but I scanned over it and
noticed that one of the key elements that it is addresses is the importance of creating a
learning infrastructure that is accessible to all. A technology plan should then address if
an institution is making efforts to make sure that all components are accessible to all key
parties.
Collaborative learning and convergence: Library strategies and solutions with an
eye on the USG Information Technology Strategic Plan
Fernekes, B., & Critz, L. (2010). Collaborative learning and convergence: Library
strategies and solutions with an eye on the USG Information Technology Strategic
Plan. Georgia Library Quarterly, 47(4), 5-11.
This paper focuses on utilizing information and instructional technology as the
foundation of collaborative efforts between all entities on campus for teachers, students,
and the resources in the library. I feel an aspect that we can use from this paper is how it
breaks down the types of technology that should be used in order to enable the most
fertile collaborative environment. Any adequate technology plan should address how
technology is being used to enhance this collaboration.
2013 Technology Plan Rubric
GaDOE. (2013). 2013 technology plan rubric. Retrieved from
http://www.gadoe.org/Technology-Services/InstructionalTechnology/Pages/default.aspx

This is the technology plan rubric that is standard for the state of Georgia. All
school systems are required to have this information in a three-year technology plan.
Being able to view this information will help set the standard of creating the rubric that
may be more detailed than the one set up by the state.
Technology in Early Education: Building Platforms for Connections and Content
that Strengthen Families and Promotes Success in School
Guernsey, L. (2012). Technology in Early Education: Building Platforms for Connections
and Content that Strengthen Families and Promotes Success in School. The
Progress of Education Reform, Volume 13, Number 4.
This document can assist educators on how to integrate the use of technology in
their classroom for early childhood aged children. It explains how in todays society
technology is very prominent and used by everyone, even young children. Teachers even
of young children and can promote technology learning skills, since majority of the
students already have been exposed to the newest technologies. This document can also
bring awareness to others about how libraries can assist families and schools with
technology.
K-12 technology audit: Lessons for school leaders
Hannafin, R. D. (2008). K-12 technology audit: Lessons for school leaders. International
Electronic Journal For Leadership In Learning, 12(5-10), 2.
The technology audit focuses on one school district and the barriers they face with
technology integration. The audit was done to determine where the district was with the
technology and how they needed to proceed to integrate the technology effectively in
their school district. Surveys were included to determine the level at which
administration, teachers, and students have access to technology and the level at which
they are currently using technology in the school. The audit gives a clear picture of what
needs to happen in all school districts that are planning to effectively integrate technology
into instruction.
Concerns Over Curriculum in L.A. iPad Plan
Herald, B. (2013). Concerns Over Curriculum in L.A. iPad Plan. (cover story). Education
Week, 33(10), 1-14.
This article addresses a situation where the ambition of the technology
implementation does not match the capabilities of the content. I feel as though a

technology plan should also consider how effectively technology and digital content is at
improving learning by looking at results.
Technology at Your Fingertips
Malitz. G. (2001). Technology at your Fingertips. National Center of Education Statistics,
1-146.
This book helps identify the different technologies that are needed within the
school system, how to get the different types of technologies and how to implement these
technologies in the classroom. The handbook can give assistance to school districts or
technology specialists that are trying to figure out what types of technologies they have
and making those technologies useful in their classroom/school environment.
Technology Planning Outline
Missouri Department of Elementary and Secondary Education. (2000). Technology
planning outline. Retrieved from http://dese.mo.gov/
The brief outline contains the key components to be taken into consideration
when developing a technology plan. Each component details several areas to be
addressed during the planning stages and is useful in assessing if a technology plan is
complete and sufficient in depth.
Technology in Schools: Suggestions, Tools, and Guidelines for Assessing Technology
in Elementary and Secondary Education
Ogle, T., Branch, M., Canada, B., Christmas, O., Clement, J., Fillion, J., & ... National
Forum on Education Statistics (ED/OERI), W. C. (ED/OERI), Washington, DC.
(2002). Technology in Schools: Suggestions, Tools and Guidelines for Assessing
Technology in Elementary and Secondary Education.
This is a document that was created for assessing how technology is used within
elementary and secondary school in the United States. The use of computers and other
technologies in the classrooms is constantly changing in the area of education, so this
handbook analyzes data to see what is being used and what schools currently need in the
area technology. This handbook can help integrate different types of technology within
school administration and classroom instruction, so that schools are run in an efficient
way. The handbook uses a key questions to help determine if the technology needs
within a school are met and to help support decision-making within these areas. The
topics covered include planning and policies; finance; equipment and infrastructure;
software and systems; maintenance and support; professional development; and
technology integration.

Planning into Practice: Resources for Planning, Implementing, and Integrating

Instructional Technology
Sun, J., Southwest Educational Development Lab., A. X., SERVE: Southeastern Regional
Vision for Education, G. C., West Ed, S. A., & Southeast and Islands Regional
Technology in Education Consortium, D. C. (2000). Planning into Practice:
Resources for Planning, Implementing, and Integrating Instructional Technology.
The guidebook was developed by a consultant of SEIR-TEC, the Southeast and
Islands Regional Technology in Education Consortium, funded by the U.S. Department
of Education Office of Educational Research and Improvement. It contains a set of
chapters that contain information schools and school districts can use as they endeavor to
create a viable technology plan for implementation. Resources are included for planning,
integrating technology into curriculum, professional development, community
engagement, managing hardware and software, evaluation, and funding.
School-Based ICT Policy Plans in Primary Education: Elements, Typologies and
Underlying Processes
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.
One of the things that stuck out to me in this article was the how it mentioned that
a key aspect of effective technology implementation is that the teachers must constantly
be developing new skills and staying abreast on current technology use and practices. A
technology plan should then include some aspect that measures an educators technical
development as well as the technical development of students.
Technology planning in schools: An integrated research-based model
Vanderlinde, R., & van, B. (2013). Technology planning in schools: An integrated
Research-based model. British Journal of Educational Technology, 44(1), E14-E17.
doi: 10.1111/j.1467-8535.2012.01321.x
This paper combines information from several other research papers. It discusses
the process of technology planning. There are five dimensions to this process. The first
dimension discusses the cyclical nature of technology planning. There are five steps in
the cycle: understanding teachers vision of good education, making an inventory of
technology use, setting priorities, considering new activities, and drawing up an action
plan. The last three steps should be reviewed and updated frequently. The second
dimension is the content dimension, which refers to the actual technology plan that
results. There are five domains that should be included: vision development, financial
technology policy, technology policy, professional development policy, and the
management and implementation of technology. The interaction dimension takes into
account various stakeholders who interact during the planning process and affect the plan.

The support dimension refers to how ongoing support will be provided during technology
implementation. The product dimension refers to the output and is described in three
kinds of plans--technology plan as a vision blueprint, technology plan as a technology
inventory, and a comprehensive plan that includes the other two.

Rubric for Scoring School Technology Plans

Exceeds
Expectations
6 points

Meets
Expectations
4 points

Below
Expectations
2 points

Vision Statement

A clear and concise

statement of the plans
primary purpose, core
values, goals, and
accessibility of
technology to support
21st century learning,
professional
development, and
community engagement.

A summary of the
plans primary
purpose, core values,
and goals, and
accessibility of
technology without
specifically
addressing all
support areas.

No statement or
an unclear and
vague statement
of the plans
primary purpose,
core values,
goals, and
accessibility of
technology
without
addressing
support areas.

Goals

Goals are clear and

concrete descriptors of
planned timeline for
curriculum integration,
professional
development, and
community engagement
set forth in vision that
includes measurable
benchmarks for
attainment.

Goals are adequate

by not specific
examples of
implementing the
vision and may only
address some areas
(curriculum
integration,
professional
development, and/or
community
engagement).

No goals are
stated or are
unclear with no
specific
descriptions
included for the
implementation
of the vision.

Objectives

Clearly linked to the

goals and are specific in
stating actions of the
goals. Objectives
provide the support
needs, person

Some objectives of
the goals are stated.
Objectives provide
some details of
support, person
responsible,

No objectives
present; no clear
or
understandable
description of
how objectives

responsible, completion
date, setting of goal, and
are measurable and
attainable.

completion date,
and/or setting of
goal. Objectives
may not be
measurable or
attainable.

will be carried
out.

Professional
Development

The plan includes a

comprehensive, specific
description of the
professional development
in which teachers will
participate. Professional
development is clearly
linked to vision/goals and
technology acquisitions.

The plan includes a

comprehensive,
specific description
of the professional
development in
which teachers will
participate.

The plan
includes a nonspecific
description of the
professional
development in
which teachers
will participate.

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

The plan includes a

complete inventory of
telecommunication
services, hardware,
software, and other
services already
available. Needs are
clearly identified and
explained.

The plan includes a

general inventory of
telecommunication
services, hardware,
software, and other
services already
available. Needs are
identified.

The plan
identifies needs
without
explanation.

Accessibility of
technology
resources
(Americans with
Disabilities Act)

The plan includes an in

depth analysis of what
technology will be
provided for students,
teachers, and staff with
disabilities.

The plan covers

equipment or sites
that will allow
diverse learners the
opportunity to use
technology within
the classroom.

The plan does

not include or
briefly mentions
diverse learners
or students with
disabilities.

Budget

The plan includes an in

depth analysis of where
the budget money will
be spent for each aspect
of technology
(hardware, software,
professional
development, and other
services). The plan will
also include information
on where the funding is

The plan covers

what percentage of
the budget will be
spent in each area
of technology. The
plan will also
include information
of where the
funding comes
from.

The plan is
vague or does
not include any
information
about the school
or districts
budget.

received and how much

funding is given.

On Going
Evaluation

Includes a detailed plan

of when evaluations will
take place to ensure that
progress is being made
in terms of technology.
Includes examples of
types of evaluations to
be used for these events.

Includes a schedule
of when routine
evaluations will
take place in the
schools to ensure
progress is being
made.

Does not
include a set
time of when
evaluations
need to be made
or does not
address
evaluations.

Content
Accessibility Plan

A detailed plan that

outlines how students,
teacher, and librarians
can access and control
content. Plan details
every portal of
information.

A plan that
summarizes how
students, teachers,
and librarians can
access content.

Plan does not

include
information
about how
students,
teachers, and
librarians can
access content.

Implementation
Guidelines

Plan includes a detailed

step-by-step plan on
when technology goals
and actions will be
implemented. Including a
detailed calendar of
benchmarks.

Plan is not detailed

and calendar is not
included.

Plan is poor or
not included. Not
easy to
understand.

Transparency of
Language

Plan is written using clear

and appropriate language.
No misspelling,
punctuation, or grammar
errors,

Plan is written using

clear language.
Contains few errors
in grammar, spelling,
or punctuation.

Plan is used
using unclear
language.
Contains many
errors in spelling,
punctuation, or
grammar.

Information
Technology and
Technical Support

The plan includes

specific strategies for
providing support,
encompassing when,
where, and how support
will be accessible

The plan includes

ideas for providing
support.

The plan does

not include
strategies for
providing
support.

Administration use
of Technology

Plan explicitly states

what technology will be
used and how technology
benefits the management
of the school, so that the
school can function
efficiently.

Plan states what

technology will be
used.
OR
Plan states how
technology benefits
the management of
the school.

Plan does not

explain how
administration
uses the
technology to
benefit the
schools ability
to function.

Classroom use of
Technology

Plan explicitly states

what technology will be
used in the classroom and
how the technology
benefits the ability for
students to be successful
academically.

Plan states what

technology is used in
the classroom.
OR
Plan states how
technology will
benefit the ability for
students to be
successful.

Plan does not

explain what
types of
technology
students will use
in the classroom
and how the
technology
benefits the
students.

Scoring Rubric
Long Island Technology Plan
Exceeds
Expectations
6 points
Vision Statement

Goals

Objectives

A clear and concise

statement of the
plans primary
purpose, core values,
goals, and
accessibility of
technology to support
21st century learning,
professional
development, and
community
engagement.

Meets
Expectations
4 points

Below
Expectations
2 points

Score

A summary of the No statement or

plans primary
an unclear and
purpose, core
vague statement
values, and goals,
of the plans
and accessibility of
primary
technology without
purpose, core
specifically
values, goals,
addressing all
and
support areas.
accessibility of
technology
without
addressing
support areas.
Goals are adequate
No goals are
by not specific
stated or are
examples of
unclear with no
implementing the
specific
vision and may
descriptions
only address some included for the
areas (curriculum implementation
integration,
of the vision.
professional
development,
and/or community
engagement).

Overall: 2

No objectives
present; no
clear or
understandable
description of
how objectives
will be carried
out.

Overall: 4

Goals are clear and

concrete descriptors
of planned timeline
for curriculum
integration,
professional
development, and
community
engagement set forth
in vision that includes
measurable
benchmarks for
attainment.
Clearly linked to the Some objectives of
goals and are specific the goals are stated.
in stating actions of
Objectives provide
the goals. Objectives
some details of
provide the support
support, person
needs, person
responsible,
responsible,
completion date,
completion date,
and/or setting of
setting of goal, and
goal. Objectives
are measurable and
may not be

Overall: 4

attainable.

Professional
Development

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

measurable or
attainable.
The plan includes a
comprehensive,
specific description
of the professional
development in
which teachers will
participate.

The plan includes a

comprehensive,
specific description
of the professional
development in
which teachers will
participate.
Professional
development is
clearly linked to
vision/goals and
technology
acquisitions.
The plan includes a The plan includes a
complete inventory of general inventory
telecommunication
of
services, hardware,
telecommunication
software, and other
services, hardware,
services already
software, and other
available. Needs are
services already
clearly identified and
available. Needs
explained.
are identified.
The plan includes an
The plan covers
in depth analysis of
equipment or sites
what technology will
that will allow
be provided for
diverse learners the
students, teachers,
opportunity to use
and staff with
technology within
disabilities.
the classroom.
The plan includes an
The plan covers
in depth analysis of
what percentage of
where the budget
the budget will be
money will be spent
spent in each area
for each aspect of
of technology. The
technology
plan will also
(hardware, software,
include
professional
information of
development, and
where the funding
other services). The
comes from.
plan will also include
information on where
the funding is
received and how
much funding is

The plan
includes a nonspecific
description of
the professional
development in
which teachers
will participate.

Overall: 4

The plan
identifies needs
without
explanation.

Overall: 6

The plan does

not include or
briefly
mentions
diverse learners
or students with
disabilities.
The plan is
vague or does
not include any
information
about the
school or
districts
budget.

Overall: 4

Overall: 4

On Going
Evaluation

Content
Accessibility Plan

Implementation
Guidelines

Transparency of
Language

Information
Technology and
Technical Support

Administration use
of Technology

given.
Includes a detailed
Includes a schedule
plan of when
of when routine
evaluations will take
evaluations will
place to ensure that
take place in the
progress is being
schools to ensure
made in terms of
progress is being
technology. Includes
made.
examples of types of
evaluations to be used
for these events.
A detailed plan that
A plan that
outlines how
summarizes how
students, teacher, and students, teachers,
librarians can access
and librarians can
and control content.
access content.
Plan details every
portal of information.
Plan includes a
detailed step-by-step
plan on when
technology goals and
actions will be
implemented.
Including a detailed
calendar of
benchmarks.
Plan is written using
clear and appropriate
language. No mis
spelling, punctuation,
or grammar errors,

The plan includes

specific strategies for
providing support,
encompassing when,
where, and how
support will be
accessible
Plan explicitly states
what technology will
be used and how

Plan is not detailed

and calendar is not
included.

Plan is written
using clear
language. Contains
few errors in
grammar, spelling,
or punctuation.
The plan includes
ideas for providing
support.

Plan states what

technology will be
used.

Does not
include a set
time of when
evaluations
need to be
made or does
not address
evaluations.

Overall: 4

Plan does not

include
information
about how
students,
teachers, and
librarians can
access content.
Plan is poor or
not included.
Not easy to
understand.

Overall: 4

Plan is used
using unclear
language.
Contains many
errors in
spelling,
punctuation, or
grammar.
The plan does
not include
strategies for
providing
support.

Overall: 6

Plan does not

explain how
administration

Overall: 4

Overall: 4

Overall: 4

Classroom use of
Technology

technology benefits
the management of
the school, so that the
school can function
efficiently.
Plan explicitly states
what technology will
be used in the
classroom and how
the technology
benefits the ability for
students to be
successful
academically.

OR
Plan states how
technology benefits
the management of
the school.
Plan states what
technology is used
in the classroom.
OR
Plan states how
technology will
benefit the ability
for students to be
successful.

uses the
technology to
benefit the
schools ability
to function.
Plan does not
explain what
types of
technology
students will
use in the
classroom and
how the
technology
benefits the
students.

Total Score: 56 (Meets Expectations)

Overall: 4

Explanations of Scores
Vision Statement: Score: 2. The vision statement was below expectations because
while the plan did have a mission statement, there was no vision statement presented
within the plan.

Revision: The addition of a vision statement to coincide with their mission

statement is needed to show how the district envisions accomplishing the
translation of the core values within their mission. Without a vision statement and
its corresponding action, there will be no lasting improvement or catalyst to
successfully support teaching and learning with technology. This plan needs a
clear, complete vision statement that specifically addresses the areas of
curriculum integration, professional development, and community engagement
with the goals within each area.

Goals: Score: 4. The goals met expectations. While the plan did provide goals for both
curriculum integration and professional development, there was no goal presented for
community engagement.

Revision: The community plays an important role in the success of the plan, as
learning should expand beyond classroom walls into the community. Stakeholders
support the district with tools, knowledge, and funding. Schools support the
community with the technology that provides communication on ongoing learning
for its citizens. Starting with the inclusion of a vision statement, this plan needs a
vision for how to engage the community within their district and goals that will
make that happen.

Objective: Score: 4. The objectives met expectations with clearly written tables that
displayed both the goal and corresponding objectives. The tables contained timelines of
implementation, persons responsible for implementation, and the benchmarks to be used
in evaluating the objectives. However, again there was no mention of goals and
objectives for community engagement. Also, the timelines were vague in presenting
when implementation and evaluation would occur.

Revision: Once community engagement is included within the vision and goals
of this school district, objectives can be determined to ensure that the community
has a vital involvement in the success of it students. Objectives should include
specific timelines when they will be rolled out and evaluation windows will occur.

Professional Development: Score: 4. The plan includes a description of professional

development that will be provided. The professional development is connected to the
needs assessment survey, but not the goals and objectives.

Revision: Although there is a description of what professional development will

be provided, there does not seem to be a lot of accountability to make sure it is
really being delivered. This section would be more complete if measurable
benchmarks were included. In addition, professional development should be
clearly tied to the districts technology goals and objectives.

An Assessment of telecommunication services, hardware, software, and

other services needed: Score: 6. The plan includes both a narrative description of
technology available in the district and a comprehensive listing. Needs that will be
prioritized are identified.

Accessibility of technology resources (Americans with Disabilities Act):

Score: 4. The plan includes both a narrative description of technology available in the
district and a comprehensive listing. Needs that will be prioritized are identified.

Revision: The accessibility plan needs to include a more in depth explanation of

the tools available for these students and how they will be distributed throughout
the schools.

Budget: Score: 4. The budget is listed and the amounts for each area are included in the
plan. The funding sources are also listed in the plan.

Revision: The budget needs to include a more in depth analysis of where the
funding will be spent for each area. Including how much funding will be for
replacing old computers, purchasing new software, and how much funding will be
spent for professional development.

On Going Evaluation: Score: 4. The budget is listed and the amounts for each area are
included in the plan. The funding sources are also listed in the plan.

Revision: The on going evaluation portion of the plan should include a detailed
timeline of when and what types of evaluations will be done at each evaluation
point. The plan should also include information on who will be completing the
evaluations at each point through the year.

Content Accessibility Plan: Score: 4. Some details were mentioned in the LBISD
Access to The Computer Network. section of the plan but it was not enough and I had
to infer a lot of the details of accessibility. I feel as though every technology plan should
flesh out these details because how a student has access school content is very important.

Information access should be identified explicitly. Someone reading the plan should
know exactly what library resources students or teachers can access remotely and which
ones must be accessed locally.

Revision: How students and teachers are able to access content should be
explicitly identified. Someone reading the plan should know exactly what library
resources students or teachers can access remotely and which one must be
accessed locally.

Implementation Guidelines: Score: 4. The guidelines for implementation needed to

be more specific and highlighted. The three-year activity table provided was segmented
very well but I still felt as though some details could have been broken down a little
more. The sections provided for the table (District Goal, Objective, Timeline, and Persons
Responsible) simply did not provide enough specifics. For example instead of a broad
September 2010-June 2013 timeline for Continued training for staff the timeline
could be more specific as to which technologies are being trained to staff at which time
like (September 4,2010 -October 4, 2010- Super Software Training) this way a better
assessment of what is actually being trained can be made.

Revision: The timelines for implementation should be more specific. Instead of

a broad September 2013-June 2016 timeline for Continued training for
staff the timeline could be more specific as to the types and times of training
(September 4, 2013-October 4, 2013: Super Software Training). This format
would allow a better assessment of whether training is actually occurring and
effective.

Transparency of Language: Score: 6. The document was grammatically sound. It

used appropriate language that was clear and expressed its intentions very well. The
tables were effective in communicating the plan's data. The technology plan itself was
very organized and easy to navigate. The sections were not redundant and provided key
data.

Information Technology and Technical Support: Score: 4. One of the key tenets
of project is to make sure that any plan that you implement contains information about
how the system is going to be maintained. This plan lacks that. It showed how it planned
to train teachers and implement certain systems but it provided no information about who
was going to assist in maintaining and troubleshoot technical issues. Technology is so
powerful and abundant today that we assume functionality when more often than not that
is not the case. An effective technology plan will address any issues of troubleshooting
and malfunction. It will also detail responsibility for these issues.

Revision: Errorsingrammarandspellingshouldbecorrectedtocreateamore
professionalpresentation.

Administration Use of Technology: Score: 4. We gave the plan a score of four,

because the plan mentioned how the administration would use their pieces of technology.
The plan was not explicit or clear.

Revision: The plan needs to add more details about how the technology will be
used with the administration personnel. This will ensure that the school is
running effectively and efficiently.

Classroom Use of Technology: Score: 4. We gave the plan a score of four, because
the plan mentioned how the classroom would use pieces of technology. The plan was not
explicit or clear on how these pieces of technology would benefit the students.

Revision: The plan needs to add more details about how the technology will be
used in the classroom, to ensure that the students are benefitting from the
technology.

Plan retrieved from

http://lbisd.schoolfusion.us/modules/groups/homepag
efiles/cms/475044/File/Technology%20Plan/201316%20LBICSD%20Tech%20Plan(1).pdf?
sessionid=65c2692558250f19c76fc7cb76acb981