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A
description of instructional goals or outcomes.
As
noted earlier, an effective technology plan begins with a focus
on learning goals. These may be stated broadly or may list specific
outcomes by grade level.
Specifications
for hardware and software acquisitions.
A
basic rule of technology acquisition is that hardware (equipment)
purchases should be driven by the software (instructional materials
and applications) that best suit your school or district's instructional
needs. Compatibility and ease of use are important considerations
in acquiring both hardware and software. Focusing on "cutting
edge" or "state-of-the-art" items can be a waste
of resources, unless they address a specific need.
One
challenge in outlining hardware and supporting equipment needs is
determining the right degree of specificity. If your plan is too
general, it may fail to account for important constraints, such
as cost or compatibility. On the other hand, if it's too specific,
you may eliminate a choice that best suits local needs, or tie yourself
to an outdated model. This is an area where consultant help can
be invaluable.
Specifications
for networking and multimedia access.
Items
in this category may include wiring and cabling, provisions for
a local area network, Internet services, and access to cable or
satellite television lines.
Specifications
for necessary facilities modification and other infrastructure supports.
It
may be necessary to add electrical outlets or telephone lines, or
to adapt heating, cooling, or ventilation systems. Or you may need
to add or remove carpeting, alter acoustics, or repair a leaky roof.
A
description of safety and security measures.
This
may include not only concerns about physical safety and protecting
equipment and supplies, but also provisions for assuring the security
of student records, teachers' files, etc.
Provisions
to assure equitable--and practical--access for teachers and students.
Experience
tells us that "teachers won't use technology that is down the hall
or in someone else's classroom" (Lamson & Barnett, 1994). Putting
all of a school's computers into a lab classroom may simplify security
concerns, but it doesn't necessarily assure the best or most equitable
access for all students. Nor is putting a computer in every classroom
always the best solution.
Provisions
for professional development.
Almost
every article on technology planning will tell you that teacher
training is the most important element in a successful technology
effort. Training needs to address not only basic technology skills,
but strategies for changing instruction and integrating technology
into daily classroom activities.
Provisions
for system maintenance, troubleshooting, and technical support.
This
is another critical but often-neglected topic. The chapter, "How
can we get the troubleshooting help we'll need?" offers
ideas and resources.
Provisions
for evaluating the effectiveness of technology use.
You'll
want to assess all elements of your technology initiative-- from
teachers' instructional use to the effectiveness of local policies
regarding access, training, and support. Remember that, as is true
with other educational innovations, it can take as much as five
years for improvements to impact student achievement measures.
Provisions
for updating technology systems as local needs warrant.
These
days it seems that technology changes overnight. What's current
today is old-hat tomorrow. Schools cannot, and do not need to, keep
up with every technological innovation. At the same time, systems
and software will become outdated; equipment will wear out. Your
technology planning process should include provisions for review
and updating every three to five years.
There
is no single "model" for an effective technology plan.
You
will find a number of templates, checklists, and frameworks to help
guide the structure of your technology plan. But, as demonstrated
by a recent competition conducted by Electronic Learning magazine,
the Scholastic Network, and the National Center for Technology Planning,
the best plan is one that suits local priorities and working styles.
The five plans selected by contest judges varied tremendously in
scope, length, and organization. All, however, were closely linked
to instructional goals and were developed by a broadly representative
planning group. And each represented a major investment of time
and effort.
The
National Center for Technology Planning.
This website is a good source of information and materials for technology
planning. You can view examples of technology plans from other states,
districts, or schools.
Computer
Accessibility Technology Packet. This packet includes information
about the technical aspects of access, legal obligations concerning
technology and individuals with disabilities, and a list of resources
for further information and assistance.
The
technology plan from the Decatur City Schools, Alabama provides
a useful example.
Model
Nets Guide: A Guide to Implementing Networking Technology in K-12
Education. This is an excellent resource for planning networking
within a school or school district. This report comes from a nationwide
study sponsored by the U.S. Department of Energy.
The
United States Department of Education. This site presents some
USDE efforts to support technology in American schools. It offers
information about grant opportunities, the e-rate, state and regional
contacts for a variety of services and opportunities.
The
Regional Technology in Education
Consortium (R*TEC) is funded through the U.S. Department of
Education to assist efforts to integrate technology in K-12 classrooms.
Six R*TECs (listed below) serve regional clientele.
Within
your State Department of Education, either the educational or instructional
technology division will have detailed information about state technology
initiatives, plans, and goals.
Regional
Education Service Centers or Educational Cooperatives in your state
may offer individual assistance or workshop settings that will help
your planning efforts.
TESS is an excellent tool for evaluating software for purchase.
contact:
EPIE:
The Educational Products Information Exchange
103 Montaukj Highway
Hampton Bays, NY 11946
(516) 728-9100
For
hardware and software information, contact the educational divisions
of the major software and hardware manufacturers, and the educational
departments of local commercial retail vendors. A few examples of
web sites are listed here, as a starting place, but most hardware
and software vendors can be found online.
Microsoft
Corporation--This website has information on software and even
has a "roadmap" for technology planning.
V-Tel
is a nationwide company that can provide assistance in planning
for teleconferencing and interactive distance learning.
Apple
Computer maintains a website for K-12 education as well.
Anderson,
L. (1996). Guidebookfor developing an effective technology plan.
Mississippi State, MS: National Center for Technology Planning.
Casson,
L., Bauman, JH., Fisher, E.R., Linkblad, M., Sumpter, J.R., Tomatzky,
L.G., Vicery, B. S. (1997). Making
technology happen. Research Triangle Park, NC: Southern
Technology Council
Lamson,
P.A. y Bamett, H. (1994, September). How technology can make a difference.
Thrust for Educational Leadership.
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