Establish a technology planning committee; make sure it's representative.

Two common mistakes often disable local technology planning efforts before they begin. The first is when only a few people are involved; the second is when those few consist of an administrator and the resident technology enthusiasts. The purpose for using technology is to improve teaching and learning. Instructional goals must be at the center of technology planning, and all those concerned with such goals--from school board members to teachers to parents--need an active voice in the planning process.

By having a broadly representative planning committee, you also help to assure a plan that will be sustainable in spite of leadership changes, teacher turnover, or other surprises. A representative group also ensures the variety of experience and understanding needed to develop a workable plan.

Planning committees may range from as few as 8-10 to as many as 20-25 members. With a smaller number, you'll need to bring in other people as you create subcommittees to carry out specific tasks. Larger committees generally split into three or four subgroups to get the work done.

At a minimum, the committee should include the superintendent, a school board member, principal, curriculum coordinator or supervisor, technology coordinator or computer instructor if you have one (or a teacher with technology interests if you don't), one or more teachers who are strong instructional leaders, one or more parents, and a representative from a local business or civic group. You may also wish to include a student. Students often prove to be great technology resources; in some schools, students even act as troubleshooters and technical support volunteers.

In addition, you may want to include the services of a paid consultant who can provide technology expertise. But, keep in mind that, while vendors and consultants understand technology, their understanding of education and public schools may be quite limited. Consultants can be a great help, but only if their input is considered in the context of local needs and local solutions.

Begin with a question: How can technology help us achieve the kinds of teaching and learning we want in our school(s)?

The planning committee's first work should be to establish an instructional vision. Consider what you want students to learn, not just about computers, but in all subject areas. Consider the instructional strategies teachers need to use to achieve those learning outcomes. Then consider the ways technology can help. Clearly, your technology plan will need to link closely to the district's comprehensive instructional plan.

The Thornburg Center, in its report, Technology Planning for the Communication Age, suggests a focus on the following questions:

	How can technology help in exposing students to new concepts and ideas in the curricular areas?
	How can technology help learners acquire up-to-date information on the subjects they are studying?
	How can technology help learners work collaboratively with peers?
	How can technology be used to help students create interactive multimedia projects that serve as assessment vehicles for their studies?

A complete copy of this paper is available from the Thornburg Center web site:

http://www.tcpd.org/thornburg/handouts/TechPlan.pdf

or contact:

Thornburg Center
P. 0. Box 7168
San Carlos, CA 94070-7168

Conduct an audit of current resources.

It is important for the planning committee to get a clear picture of the technology resources and supports available in your school or district. There are a number of checklists, self-assessments, and other guidelines to help in building a thorough profile of current conditions. Common elements of an audit generally include:

	existing hardware and software. Don't limit your focus to computers; be as comprehensive as possible, including video equipment, graphing calculators, audiotape recorders, etc.
	levels of use of existing equipment and materials.
	infrastructure supports. These include wiring and cabling, power supplies, phone lines, available bandwidth, security measures, and the like.
	environmental conditions. These include asbestos-isolated areas, climate control, ventilation, lighting, acoustics, electromagnetic interference, protection from water hazards, and the like.
	skills and expertise. You'll want to do an extensive survey of teacher skills, but don't overlook expertise among students, parents, local businesses, and community agencies or organizations.
	local resources for funds, equipment, technical support, and other person-power

Establishing an instructional vision provides an image of "there," or where you want to go. Conducting an audit provides a picture of "here," or where you are right now. Once you have sketched out both "here" and "there," you'll be able to prepare a roadmap to bridge the distance between the two.

One resource to help that roadmap is Smart Valley, a nonprofit company from Silicon Valley, California. Smart Valley offers a number of technology planning guides in print and online formats. Contact:

Smart Valley, Inc.
155 Bovet Road, Suite 400
San Mateo, CA 94402 (ó50) 577-8907

Lumley, D. y Bailey, G.D. (1997). Planning for technology A guidebook for teachers, technology leaders, and school administrators. Bloomington, IN: National Educational Service. http://www.nes.org