Technology Plan Evaluation

FRIT 7232
Fall 2014

Carrie Grant
Sandra Crum
Joseph Johnson

Technology Plan Resources

Resource 1:
Hill, A. M., & Smith, H. E. (1998). Practice meets theory in technology education: A case of authentic
learning in the high school setting. Journal of Technology Education, 9 (2), 29-45.
Hill and Smith focus on the success of secondary schools
integrating technology into the curricula. They were able to conduct studies
with a grant they received. Obtaining grants is a great way to help with any
case studies needed to ensure technology is integrated into the classroom to
provide students with meaningful learning. Drawing information from their case
studies and data collection, they concluded that constructivist practices led
to more meaningful learning.
Resource 2:
Jonassen, D. H., & Land, S. M. (1999). Theoretical Foundations of Learning Environments. Routledge,
Taylor & Francis Group. ):
Retrieved from http://libez.lib.georgiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=ED528911&site=eds-live
The books helps to set guidelines base on learning environment the direction to proceed setting goals
for change in technology plans for school planners. This resource
describes the most contemporary psychological and pedagogical theories that are
foundations for the conception and design of open-ended learning environments.
The information can also be useful to formulate ongoing staff training.
Resource 3:
Livingston, P. P. (2007).
Affording 1:1 Making multiple funding pitches can be daunting. Knowing your
district's technology needs and creating workable solutions to meet them are
key to a successful 1:1 plan. Technology And Learning -Dayton-, 27(12), 8-11.
Retrieved from: http://libez.lib.georgiasouthern.edu/login?url=https://search.ebscohost.com/login.aspx?
direct=true&db=eric&AN=EJ777656&site=eds-live
The resources focus on knowing what technology is useful
for your school. The importance of this resource is that is outlines how
important when designing a technology plan for the district that you need be
aware that some systems work better than other based on rating. Task
performance is part the foundation for planning. Limit wasteful spending with
research and feedback for staff and other outside resources is key to
successful planning and budget. This article will help understand what factors
key.
Resource 4:
Matzen, N. J., & Edmunds, J. S. (2007). Technology as a catalyst for change: The role of professional
development. Journal of Research on Technology in Education, 39(4), 417-430.
Matzen and Edmunds, both from the Technology and Learning
program at the University of North Carolina, focus on the role of professional development. It is
extremely important to educate and professionally develop teachers. There was a study conducted
(quantitative and qualitative) among elementary school teachers. In the schools, teachers attended a
seven-day professional development program. They had the opportunity to spend the first five days of
the study as the learner/student in a constructivist classroom learning to use technology. The study
showed that some of the teachers, technology was the catalyst for them to change their teaching style.

For the other teachers they used technology that was outside the realm
of their normal teaching style. The study was not conducted over a long period
of time and a longer study may have showed significantly different results.
None the less, professional development is necessary in order to keep teachers
in the technology loop. Veteran teachers may have a more difficult time
transitioning but the more help they receive the easier the technology world
will be accepted. The information from this article will be useful in showing
how to begin to implement technology into a social network classroom. The
article explains the importance of the delivery of professional development.

Resource 5:
Mayer, R. (2002). Cognitive theory and the design of multimedia instruction: An example of the twoway street between cognition and instruction. New Directions for Teaching and Learning. 89, 55-71.
Retrieved from:http://www.fp.ucalgary.ca/maclachlan/cognitive_theory_mm_design.pdf
The resource can be helpful designing instruction based on
the best student center learning practices. Mayer writing discusses how
multimedia instruction based on cognitive theories improves student learning. It
explains the importance of visual and auditory instruction simultaneously.
Multiple references cited for this cognitive learning theory. Mayer a professor
of psychology at the University of California states the importance of making instruction and cognition
a two-way street. He has received the E.L. Throndike Award for career achievement in educational
psychology. The paper itself lacked in social cognition; however, the technology and cognition relation
provided a deeper focus on technology.
Resource 6:
Rowland, A., & Stanley, M. (2008, July). Elementary schools: Kansas: Transforming the classroom.
T.H.E. Journal. 7/1/2008.
Retrieved
from: http://www.thejournal.com/articles/22921
The resource is good example and resource for change that
happen in the classroom with updated resources. Explains how grants can play an
important part in districts budgets plans. Kansas teachers transform classroom 21st
Century Technology model classes. A grant received by school help increase resources to transform
student learning. Classroom teachers learned to incorporate interactive whiteboards, laptops, into
instruction. The overwhelming students response to the classroom technology systems updates was
remarkable. The teachers found through technology that the students were more inclined to participate
when the lessons with technology included in.

Resource 7:
Savannah-Chatham County Public Schools Technology Plan
Retrieved from: http://www.sccpss.com/district/ddi/Documents/FINALTechPlan2012-2015.pdf
This technology plan belongs to the Savannah-Chatham County Public Schools in Georgia. In this plan,
it lists main goals and objectives for the usage, implementation, and discussion of technology resources
up to the end of the 2015 school year. This includes heavy focus on integration into the curriculum and
student achievement. In this particular plan, it reviews the previous plans data and expectations with the
new plan. This includes not only student achievement, but also professional development, accessibility,
and proper upgrades of current technology as well as for new technology being introduced.

Resource 8:
Stephenson Area Public Schools Technology Plan
Retrieved from: http://www.stephenson.k12.mi.us/TechPlan/TechPlan14.pdf.
www.stephenson.k12.mi.us/TechPlan/TechPlan14.pdf
This technology plan belongs to the Stephenson Area Public School District in Michigan. In this plan, it
lists main goals and objectives for the usage, implementation, and discussion of technology resources
up to the end of the 2014 school year. This includes heavy focus on integration into the curriculum and
student achievement.
Resource 9:
TECHNOLOGY PLANNING: DESIGNING THE DIRECTION TO GET THERE
NORTON, S. (2013). TECHNOLOGY PLANNING: DESIGNING THE DIRECTION TO GET
THERE.Knowledge Quest,42(1), 64-69.
Retrieved from: http://proxygsu-ecor.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=a9h&AN=90230630&site=eds-live&scope=site
This particular article discusses the guidelines used by the AASL (American Association of School
Libraries) and their expectations for school libraries while implementing technology plans that focus on
an effective learning environment. These plans put heavy emphasis on integration of technology,
especially in the curriculum and student learning. This plan should reflect both internal and external
technological goals, and can be expanded beyond the school library and into the classrooms as well. As
stated in the article, technology should be woven into learning seamlessly. The school library plan is
integral in setting the standard for use of technology in the school.
Resource 10:
Technology Planning in Schools: An Integrated Research-Based Model
Technology planning in schools: An integrated research-based model.By: Vanderlinde, Ruben, van
Braak, Johan, British Journal
of Educational Technology, 00071013, Jan2013, Vol. 44, Issue 1
Retrieved from: http://proxygsu-ecor.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?
direct=true&db=syh&AN=84482731&site=eds-live&scope=site
This is a wonderful article in the British Journal of Education Technology
that discusses how technology plans for schools are planned for and created and
looks at a helpful technology plan model. Vanderlinde and van Braak discuss
common elements that are in all school technology plans. As stated in the
abstract, In a technology plan, a school describes its expectations, goals,
contents and actions concerning the integration of technology in education.
Although different typologies of a technology plan can be identified, it
commonly includes elements such as vision building, professional development,
technology curriculum planning and evaluation, hardware and software, etc..

Scoring Rubric
Score _____ out of 45

Technology Plan Rubric

Components

3 Exceeds

2 Meets

Executive Summary Identifies clearly and concisely for the reader the Provides adequate and
vision, mission, goals and objectives,
accurate information in
background, findings, issues, conclusions, and
Executive Summary.
recommendations of the tech. plan

1 Developing

Executive summary is absent

or incomplete. (Missing 2 or
more components of
information

Identifies
Membership list has complete description of
Contributors and constituencies/stakeholder groups. All areas are
Stakeholder Groups equitably represented.

Membership list is provided Membership is not listed or is

and describes constituencies inadequate to determine
represented.
representation of stakeholder
groups

Vision Statement

Vision statement provides

adequate description of how
technology will improve
learning but instructional
outcomes not fully
addressed.

Mission Statement

Goals

Objectives

Vision is comprehensive and deals with learning

outcomes, not just technology outcomes. Clearly
and concisely states your team's vision for using
technology to improve learning; identifies who
will be the users of technology and how it will be
used to enhance learning; indicates the benefits
that you envision will result from the use of
technology by students, teachers, administrators
or others.

Vision statement is not

included or does not address
learning outcomes; is difficult
to understand

Mission statement is focused on instructional

Mission statement addresses Mission statement is missing
outcomes and indicates clearly what the school or learning outcomes but
or does not address
district will do to make its technology vision a
provides limited information instructional outcomes.
reality; why the school or district wants to do
about what, why, and for
Provides incomplete and/or is
this; and for whom the school or district is doing whom the school or district difficult to understand
this.
is doing the plan.

Goals are broad, comprehensive, and realistic in Goals are mostly equipment Goals are absent or seem to be only
addressing teaching and learning needs. Goals
based and loosely linked to equipment based; are not measurable; are
clearly answer the questions: Who? What? By
improvement plans.
incomplete, difficult to understand
when? By how much? According to which
instrument?
Objectives are measurable and delineated from
goals; they clearly define steps to be taken to
achieve goals; are clear and realistic.

Provides most of the

objectives. Some objectives
may not be readily
attainable or measurable.

Objectives are absent or

incomplete; are difficult to
understand, unrealistic;
appear un-measurable

General Issues

Clearly addresses issues of: staff improvement,

technical support, technology standards; student
access to computers; integrating new with old
technologies; capacity of present facilities to
accommodate new technologies; how technology
resources and budget will be distributed among
schools for equitable access; how needs of
students with disabilities or limited English
ability will be addressed; student access to
computers; integrating new with old
technologies; capacity of present facilities to
accept new technologies, etc.

Sufficiently addresses most, General issues missing or

but not all, of the most
very incomplete; difficult to
significant issues specified understand
in Excellent column.

Conclusions and
Recommendations

Clearly identifies the most important needs and

challenges confronting the school or district and
recommends the projects and steps to be taken to
achieve the vision. Conclusions are strong and
relevant.

Conclusions and
recommendations are
adequately justified
although the basis of some
conclusions not entirely
clear.

Conclusions and
recommendations are missing
or are not adequately justified
based on the information
gathered in planning process

Acceptable Use of
Policy

Describes policies that are needed to ensure

proper use of the technology resources (e.g.,
guidelines, software and facilities use policies,
parental consent for Internet use, etc.) Includes
well-written draft of Acceptable Use Policy

Technology and
Provides clear and strong description of how
Learning Statement technology is currently used in learning
environment and ways it will be used to achieve
instructional outcomes; describes how
technology will enhance curriculum and teaching
and learning strategies; is tightly coupled to other
reform efforts; indicates what students will do
environment

Provides an adequate
description of the most
relevant policy issues.
Includes an adequate draft
of Acceptable Use Policy.

Policy issues are absent,

incomplete, or difficult to
understand; lack of
Acceptable Use Policy draft

Provides overview of the

current and future use of
technology in enhancing the
teaching-learning process
for students. Little detail on
how technology will be
integrated into learning and
curriculum.

Technology and Learning

statement absent or provides
incomplete information on the
current use or future role of
technology in the school or
district and how it will
enhance learning

Technology
Standards,
Requirements,
and Models for
Technology and
Learning

Provides clear and comprehensive description of

the capabilities of hardware and learning
environments. It identifies minimum standards
and requirements for computer hardware,
software, and connectivity; describes the types of
learning environments that currently exist and
those to be created by the plan

Provides general description Technology standards,

of hardware, software and requirements and models are
connectivity standards and missing, incomplete, vague
requirements. Although
clear, may miss some
information elements.

Staff Development

Clearly describes current and needed technology

competencies; Describes how plan will take
teachers and other staff from present level of
technology competency and knowledge to the
level of skill required in the plan; describes staff
development strategies and recommendations for
incentives and professional development
resources.

Provides a general overview

(not detailed) of current &
needed technology
competencies. Describes a
few strategies and
recommendations for
incentives and resources.

Staff Development is absent

or provides only minimal
information on current and
needed technology
competencies or how the plan
will help staff achieve the
needed competencies

Technical Support

Provides clear and comprehensive requirements

and plans for services available and needed to
support technology use (network, computer, and
software support).

Provides adequate but not

comprehensive description
of technical support
requirements and services.

Technology support is absent

or provides vague or little
information on technical
support requirements for plan

Projects, Budgets,
and Timelines

Clarity of Writing

Provides a prioritized list of major tech plan

projects, tasks and timelines. Provides budget
summary estimate of capital expenses (hardware,
software, facilities, infrastructure, staff
development, tech support, etc.) Identifies
possible alternative funding resources. Projects,
timelines, and budgets are realistic and consistent
with plan goals and objectives. Submitted on
time.

Provides most, but not

all, of the project, timelines,
and budget estimate
information. Appears to be
generally consistent with
plan goals. Submitted on
time.

Writing is concise and clear; uses active voice

Writing is clear but
when appropriate. No misspellings, grammar, or unnecessary words are used.
punctuation mistakes evident.
Meaning is not clear in
some instances. Few errors

Projects, budgets, or timelines

missing; provides vague or
little information on project,
budgets, or timelines; projects
appear not relevant to plan
goals; budget estimates
appear incongruent with plan
or unrealistic; or not
submitted on time.
Writing is difficult to
understand. Evidence of
spelling, grammar and
punctuation errors.

in spelling/grammar.

Max Total=45 points

Evaluation with Scored Rubric

Technology Plan Evaluation

Fulton County Schools Technology Plan:

https://www.fultonschools.org/en/divisions/it/Documents/2012_2015%20Final%20tech%20plan.pdf

Components

3 Exceeds

Executive
Summary

Identifies clearly and

concisely for the reader the
vision, mission, goals and
objectives, background,
findings, issues,
conclusions, and
recommendations of the
tech. plan

Identifies
Membership list has
Contributors and complete description of
Stakeholder Groupsconstituencies/stakeholder
groups. All areas are
equitably represented.
Vision Statement

Mission
Statement

Goals

2 Meets

Provides adequate
and accurate
information in
Executive
Summary.

1 Developing

Executive summary is absent or

incomplete. (Missing 2 or more
components of information

Membership list is Membership is not listed or is inadequate

provided and
to determine representation of stakeholder
describes
groups
constituencies
represented.

Evaluation

2 Meets: Fulton Countys plan clearly lays

out the vision and mission put together by a
Think Tank receiving information from
stake holders. This Think Tank was created
to analyze information from students, stake
holders, administrators, and teachers. A
concise review of the old plan is also
included, pointing out areas needing
revision. This information led to clear goals
and objectives being identified by the Think
Tank used to formulate this technology
plan. This also includes updating
infrastructure to open accessibility of
technology in the classroom. However,
many goals and objectives are not all listed,
but these are spread out over various
sections.
3 Exceeds: Plan details the people involved
in feedback as well as the Think Tank that
was formed to review recommendations
from students, stake holders, administrators,
and teachers.

Vision is comprehensive
Vision statement
Vision statement is not included or does
and deals with learning
provides adequate not address learning outcomes; is difficult
outcomes, not just
description of how to understand
technology outcomes.
technology will
Clearly and concisely states improve learning
your team's vision for using but instructional
technology to improve
outcomes not fully
learning; identifies who will addressed.
be the users of technology
and how it will be used to
enhance learning; indicates
the benefits that you
envision will result from the
use of technology by
students, teachers,
administrators or others.

3 Exceeds: Vision clearly spells out

learning outcomes for students, both in an
overall general sense, and also how
technology will be integrated in the
curriculum to enhance learning. Fulton
County school responsibilitys are clearly
outlined underneath major themes
concentrating on achievement and
customized learning, effective assessment
and feedback, tailored instruction,
challenging and innovative instruction,
technologyand finally application of
learning. Each of these categories gives
goals for students, teachers/administrators,
and stake holders and community.

Mission statement is
focused on instructional
outcomes and indicates
clearly what the school or
district will do to make its
technology vision a reality;
why the school or district
wants to do this; and for
whom the school or district
is doing this.

3 Exceeds: Mission Statement is included

along with information on what outcomes
are expected and how the district will carry
out and meet specified goals to reach those
outcomes. This includes accessibility of
technology for all stake holders.

Mission statement
addresses learning
outcomes but
provides limited
information about
what, why, and for
whom the school or
district is doing the
plan.

Goals are broad,

Goals are mostly
comprehensive, and realistic equipment based
in addressing teaching and and loosely linked
learning needs. Goals
to improvement
clearly answer the
plans.

Mission statement is missing or does not

address instructional outcomes. Provides
incomplete and/or is difficult to
understand

Goals are absent or seem to be only

equipment based; are not measurable;
are incomplete, difficult to understand

3 Exceeds: Goals stated in Fulton Countys

plan are extremely comprehensive and
address administration,, students, teachers,
and other stake holders. Clear timelines are
stated, and expectations are laid out for all
groups involved over a 3 year period
including upgrades, student growth,
technology integration, and

questions: Who? What? By

when? By how much?
According to which
instrument?
Objectives

General Issues

Objectives are measurable

and delineated from goals;
they clearly define steps to
be taken to achieve goals;
are clear and realistic.

teacher/administrator training.

Provides most of
Objectives are absent or incomplete; are
the objectives.
difficult to understand, unrealistic; appear
Some objectives
un-measurable
may not be readily
attainable or
measurable.

Clearly addresses issues of: Sufficiently

General issues missing or very
staff improvement,
addresses most, but incomplete; difficult to understand
technical support,
not all, of the most
technology standards;
significant issues
student access to computers; specified in
integrating new with old
Excellent column.
technologies; capacity of
present facilities to
accommodate new
technologies; how
technology resources and
budget will be distributed
among schools for equitable
access; how needs of
students with disabilities or
limited English ability will
be addressed; student access
to computers; integrating
new with old technologies;
capacity of present facilities
to accept new technologies,
etc.

Conclusions and Clearly identifies the most

Recommendations important needs and
challenges confronting the
school or district and
recommends the projects
and steps to be taken to
achieve the vision.
Conclusions are strong and
relevant.

Conclusions and
recommendations
are adequately
justified although
the basis of some
conclusions not
entirely clear.

Acceptable Use of Describes policies that are

Policy
needed to ensure proper use
of the technology resources
(e.g., guidelines, software
and facilities use policies,
parental consent for Internet
use, etc.) Includes wellwritten draft of Acceptable
Use Policy

Provides an
Policy issues are absent, incomplete, or
adequate
difficult to understand; lack of Acceptable
description of the Use Policy draft
most relevant policy
issues. Includes an
adequate draft of
Acceptable Use
Policy.

Technology and
Learning
Statement

Provides clear and strong Provides overview

description of how
of the current and
technology is currently used future use of
in learning environment and technology in
ways it will be used to
enhancing the
achieve instructional
teaching-learning
outcomes; describes how
process for
technology will enhance
students. Little
curriculum and teaching and detail on how
learning strategies; is tightly technology will be

Conclusions and recommendations are

missing or are not adequately justified
based on the information gathered in
planning process

3 Exceeds: Measurable objectives are

clearly stated, and reflect how goals are to
be reached. These goals are realistic for all
involved to achieve. Tables and graphs are
included with timeline to illustrate when
each goal is to be achieved.
3 Exceeds: Plan clearly addresses issues of
professional development, technical support
such as technology standards, accessibility
for students and stake holders. Also, current
inventory of hardware and software in the
Fulton County School System is included as
well as needs needed to upgrade
infrastructure. Availability of assistive
technology for students that need it have
been outlined and clear regulations of the
number of technology resources per facility
is discussed.

3 Exceeds: Gap analysis was created and

analyzed to address the resources and areas
needed to reach goals outlined. Results are
clear and concise, and covers areas needing
improvement based on the data.

3 Exceeds: Describes policies that are

needed to ensure proper use of the
technology resources (e.g., guidelines,
software and facilities use policies,
parental consent for Internet use, etc.)
Includes well-written draft of Acceptable
Use Policy

Technology and Learning statement

3 Exceeds: Specific and precise
absent or provides incomplete information descriptions of current technology are given
on the current use or future role of
and the steps and technology needed to
technology in the school or district and
upgrade to achieve objectives to reach the
how it will enhance learning
new technology plan goal. Student Digital
Citizenship is also discussed as a way for
students to understand proper technological
etiquette.

coupled to other reform

efforts; indicates what
students will do
environment

integrated into
learning and
curriculum.

Technology
Standards,
Requirements,
and Models for
Technology and
Learning

Provides clear and

comprehensive description
of the capabilities of
hardware and learning
environments. It identifies
minimum standards and
requirements for computer
hardware, software, and
connectivity; describes the
types of learning
environments that currently
exist and those to be created
by the plan

Provides general
Technology standards, requirements and
description of
models are missing, incomplete, vague
hardware, software
and connectivity
standards and
requirements.
Although clear, may
miss some
information
elements.

3 Exceeds: Current hardware is clearly

defined on both district level down to
classroom level. Minimum standards are
stated for the Fulton County system, and
network bandwidths and connectivity are
explained.

Staff
Development

Clearly describes current

and needed technology
competencies; Describes
how plan will take teachers
and other staff from present
level of technology
competency and knowledge
to the level of skill required
in the plan; describes staff
development strategies and
recommendations for
incentives and professional
development resources.

Provides a general
overview (not
detailed) of current
& needed
technology
competencies.
Describes a few
strategies and
recommendations
for incentives and
resources.

Staff Development is absent or provides

only minimal information on current and
needed technology competencies or how
the plan will help staff achieve the needed
competencies

3 Exceeds: Professional development is

clearly outlined and sources are provided.
Various delivery methods are outlined, and
help teachers and administrators reach the
level needed for student and technological
success.

Provides adequate
but not
comprehensive
description of
technical support
requirements and
services.

Technology support is absent or provides 3 Exceeds: Support for services is clearly

vague or little information on technical
stated, and a plan is available for both
support requirements for plan
general and special educational needs.

Technical Support Provides clear and

comprehensive
requirements and plans for
services available and
needed to support
technology use (network,
computer, and software
support).

Provides a prioritized list of

major tech plan projects,
tasks and timelines.
Projects, Budgets, Provides budget summary
and Timelines
estimate of capital expenses
(hardware, software,
facilities, infrastructure,
staff development, tech
support, etc.) Identifies
possible alternative funding
resources. Projects,
timelines, and budgets are
realistic and consistent with
plan goals and objectives.
Submitted on time.

Provides most, but

not
all, of the project,
timelines, and
budget estimate
information.
Appears to be
generally consistent
with plan goals.
Submitted on time.

Projects, budgets, or timelines missing;

provides vague or little information on
project, budgets, or timelines; projects
appear not relevant to plan goals; budget
estimates appear incongruent with plan or
unrealistic; or not submitted on time.

Clarity of Writing Writing is concise and clear; Writing is clear but Writing is difficult to understand.
uses active voice when
unnecessary words Evidence of spelling, grammar and
appropriate. No
are used. Meaning punctuation errors.
misspellings, grammar, or is not clear in some
punctuation mistakes
instances. Few
evident.
errors in
spelling/grammar.

3 Exceeds: Budget summary is included

with timeline in a table format. Much of the
capital expenses will be covered by
SPLOST IV or General Funds. These are
aligned to future goals and outcomes.

3 Exceeds: Writing is concise and

extremely clear. Elaboration is given where
needed, and information is also organized in
an easy to read way. There are no mistakes
in grammar, spelling, or punctuation.

Score __44___ out of 45

Max Total=45 points

Technology Plan Recommendations

Executive
Summary

Identifies clearly and

concisely for the reader the
vision, mission, goals and
objectives, background,
findings, issues,
conclusions, and
recommendations of the
tech. plan

Provides adequate
and accurate
information in
Executive
Summary.

Executive summary is absent or

incomplete. (Missing 2 or more
components of information

2 Meets: Fulton Countys plan clearly lays out the

vision and mission put together by a Think Tank
receiving information from stake holders. This Think
Tank was created to analyze information from students,
stake holders, administrators, and teachers. A concise
review of the old plan is also included, pointing out
areas needing revision. This information led to clear
goals and objectives being identified by the Think Tank
used to formulate this technology plan. This also
includes updating infrastructure to open accessibility of
technology in the classroom. However, many goals
and objectives are not all listed, but these are spread
out over various sections.

Recommendations:
Executive Summary should have main goals and objectives involved in this technology plan organized to
allow the reader an easier overview. Instead, I felt that the information was spread around in different areas
in the document. With such a large document, to have the vision, mission, and goals (with objectives)
listed (even if it was in a outlined format) would have been helpful.