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ED 332 670 IR 014 978

TITLE A Template for Preparing A Technology ApplicationsPlan.

INSTITUTION Merrimack Education Center, Chelmsford, Mass.PUB DATE Jan 86NOTE 22p.; For a related program assessment checklist, see

IR 014 959.PUB TYPE Guides - Non-Classroom Use (055) -- Reports -

Descriptive (141) -- Tests/Evaluation Instruments(160)

EDRS PRICE MF01/PC01 Plus Postage.DESCRIPTORS Check Lists; *Computer Assisted Instruction; Computer

Literacy; Computer Software; Curriculum Development;*Educational Planning; Elementary SecondaryEducation; Guidelines; Microcomputers; ProgramBudgeting; Program Implementation; *School Districts;Staff Development

ABSTRACTThis annotated model outline provides guidelines for

writing a plan fnr using computers and related learning technologiesin schools. It i- consistent with the components of the MerrimackEducation Center's technology applications planning process, and canbe modified to accommodate additional components and special schooldistrict requirements. The planning process includes several basictasks including forming committees, assessing needs and capabilities,and formulating program goals and objectives. It is suggested thatthe following areas be included in a school district's technologyplan: (1) the school district, current status and objectives; (2)

curriculum development; (3) computer hardware, software, andtechnical support; (4) staff development; (5) program organizationand implementation; (6) program budget; and (7) other considerations.A complete checklist of planning process steps and a sample table ofcontents from a typical plan are appended. (4 references) (DB)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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A Template forPreparing a Technology _

Applications Plan2 UST COPY AVAILABLE

About this Publication

This publication is one component of the ComputerApplications Planning series. a continuing service ofthe Merrimack Education Center. It is intended forthe use of administrators of local schools, statedepartment 4, or field service centers such as inter-mediate units or technology centers. This publicationshould assist educators in their quest for effectivepractices on technology implementation.

The staff welcomes and profits from the thoughtfulideas, suggestions and comments conixibuted by par-ticipants from our seminar series. Correspondenceconcerning the CAPS seminar series and technologyapplications within the curriculum should beaddressed to the Merrimack Education Center.

Because these publications are intended as a seriesof "tools" tor use in local schools, we have providedthe publications and separate components in loose-leaf format to serve as part of a planning notebook.Supplementary materials, a training trainersnotebook, is available for certified trainers in thisCAPS publication series.

A TEMPLATE FOR PREPARINGA TECHNOLOGY APPLICATIONS PLAN

PREPARED BY THEMERRIMACK EDUCATION CENTER

CHELMSFORD, MASSACHUSETTS 01824

January 1986

4

A Template for PreparingA Technology Applications Plan

CONTENTS

Page

FOREWORD iii

PURPOSE iv

THE TEMPLATE I

REFERENCES 12

APPENDIX APlanning Task Checklist 13

APPENDIX BTable of Contents Example 14

5

FOREWORD

School L9stricts cannot afford piecemeal approaches to the application of new learning tech-nologies. The development and operational costs are too high to allow for fragmented andunsystematic efforts. Few districts, however, have the internal capacity to plan and implement thecomprehensive programs that are needed to prepare our young people to use new learning tech-nologies for their education and their careers.

To assist local district staff, the Merrimack Education Center (MEC) has established the Tech-nology Lighthouse, a technology applications support system which provides a comprehensive setof planning and implementation services. The support system has six components, each with severalservices that may be selected by districts individually or as a total package. The components are:

PlanningHardwareSoftware

TrainingApplicationsImplementation Support

A Template for Preparing a Technology Applications Plan is one of the resources of the Light-house's planning component. The Template is designed to be used in conjunction with the Tech-

nology Applications Planning Seminars, the Computer Applications Planning Guidebook, and theComputer Applications Program Assessment Profile. The Template was developed as an accom-paniment for both the CAPS Guidebook and tne CAPS training seminars. The content of theTemplate closely parallels the content outline for both of these planning resources. Therefore, itprovides an excellent scope and sequence guide that can be used and modified according to theneeds and priorities of your school district as it develops its written Computer Applications Plan.The- Template serves as a model outline for presenting a comprehensive, long-range plan forincorporating new and emerging learning and information technologies into the schools.

kichard LavinExecutive Director

Merrimack Education Center

PURPOSE

The increase in resources devoted to using computers and related learning technologies in schoolshas prompted many districts to establish a formal planning process to guide the development ofa sound technology applications program. Having established and conducted an exemplary planningprocess, the coordinators of the technology planning team then need to transform the work ofthe committees into a written document.

The purpose of this Template is to provide an annotated model outline for writing a technology-Ipplications plan. The outline is consistent with the components of the MEC's technologyapplications planning process, and can be modified to accommodate additional components andany special school district reporting requirements (content and form). The Template is based onthe assumption that some preliminary work has been completed, work that is specified in the CAPSGuidebook. MEC's technology applications process includes several basic planning tasks: formingplanning committees/ teams, assessing needs and capabilities, formulating program goals andobjectives, and so forth. These preliminary steps are essential to the systematic development ofthe curriculum, staff development, hardware and software, and organization and implementationcomponents. For example, some form of program assessment should he conducted, including thepreparation of inventories of hardware, software, applications, and staff competencies. A completechecklist of work steps is presented in Appendix A of this document.

The Template can be used by the committees as they conduct the plann;rig work , serving as aguide to the organizatiot and presentation of material. Some sections can actually be drafted asthe work is being conducted, thus making the final writing task easier to accomplish. Most often,the plan will be submitted to the School Board ls a proposal for procuring and using district resources.Sometimes it may be used only to inform teachers and administrators of projected activities. Overtime the plan will be updated based on accomplishments, and new action steps will be proposed.

The organization of the Template closely follows the C4PS Guidebook and seminar modules.The model plan calls for the development of an executive summary placed at the front of the plan.Following an introductory section, the plan is written according to the major program components.Each section contains a detailed description of suggested content, often sapplemented with examplesthat can be adapted for use in the actual plan.

An example of a Table of Contents from a typical plan is shown in Appendix B.

EXECUTIVE SUMMARY AND RECOMMENDATIONS

The model plan calls for the development ofan executive summary placed at the front of theplan. Following an introductory section, theplan is written according to the major programcomponents. Each section contains a detaileddescription of suggested content, often supple-mented with examples that can be adapted foruse in the actual plan..

The executive summary should be used to pro-vide decision makers with an overview of the plan,emphasizing the major recommendations forimmediate and long-term action. Typically, thissummary is written last and is created from a"cut and paste" of the core sections of the plan.The summary can then be edited to achieve a con-cise proposal for action. The executive summaryshould be as brief as possible; about five to eightpages should be sufficient to present the pro-posal, including the recJmniendations. Becausethe executive summary often is the only docu-ment read thoroughly by School Board membersand other public groups, it is important toprcpare a concise and well written statemery .

71-"-°($-

_

A. Rationale and PurposesThis section should set the staf:e for the entire

plan, explaining why developing appropriateapplications of technology in schools is soimportant and outlining the major purposes ofthe plan. A few key points to make:

Computers and other learning/informationtechnologies are permeating evely aspect ofour society.Not only will many tareers require appli-cations of technology, these tools can beused to increase- students' learningproductivity and effectiveness.Schools will need to plan judiciously to besure that investments in thew new learningtools produce large returns.

The recommendations should be based pri-marily on the action steps that are presented atthe end of each chapter. They should be orga-nized in the general sequence of the plan andthe specific chapter in the plan to which therecommendation is addressed should be cited.A typical outline is as follows:

Rationale and PurposesPhilosophy, Mission an,: GoalsProgram Status Report

ApplicationsSoftware and Support MaterialsStailf DevelopmentEquipmentOrganization and ImplementationExpenditures to Date

13/ oposed Action Steps/ReconunendationsCurricCum ApplicationsSoftware and Support MaterialsStaff Develop.nentEquipmentOrganization and Implementation

Projected ExpendituresSummary

The purposes of the plan should be statedclearly. For example:

to establish overall direction for integratingnew learning technologies into thecurriculum;to identify resource requirements in termsof stlff, training, hardware and software,and operations support;to project how the program will be phasedin over a multi-year pe-iod.

This section might also identify the majorquestions or issues that the plan will address.For example:

What are appropriate applications ofcomputers, and related technologies in theinstructional program? How can technol-ogy best be used to improve instruction?

What effect do we anticipate the computerand related technologies will have onexisting curriculum and our definitions ofbasic skills?

. What are the priority areas forimplementing educational technology overa three-year time period?How will program priorities be phased inover the next several years to assure anequitable distribution of resources toprogram areas? What grade levels and whatsubject areas will the computer programsaddress? (e.g., grades K through twelve?)What competencies will teachers andadministrators require in order toimplement the program? How will they behelped to acquire these cornpetencies?How will the program be managed andstaffed? What special competencies areneeded to provide coordination to overallprogram activities and resources?What new instructional materials andequipment will need to be in place? Howwill these materials and equipment bedistributed, secured, and maintained?What will the program cost? How will thesecosts be allocated for software, training,hardware, staff and implementation(support services, evaluation andrefinement)?

Add to this list any specific questions thatthe School Board or staff have raised.

B. Description of the PlanningProcess

Describe the planning process and the majorplanning activities and eents. The purpose is

to let the reader know that the plan was notdeveloped "in a closet" by a few people, butrepresents the thinking and work of manyeducators and community persons. Considerproviding the following information:

planning committee structure andmembership (including subcommittees)

ief description of work on each sub-committeebrief description of major evenis andactivities (particularly any reviewsconducted of preliminary drafts of the plan)

- external sources of advice and assistanceused in preparing the plan

C. Overview of the Plan

Provide an annotated outline of what follows.(You may need to write this section after you'veprepared a draft of the plan.) Explain that themajor recommendations are placed near thefront of the plan to focus the reader's attentionon key issues and considerations explained inmore detail in later sections .3f the plan. Explainthat each section contains a summary of thepresent status of the program component, adescription of what the component should looklike, and a statement of proposed Ic!'on steps.Indicate that these action steps are sG;amarizedin Section IX, the Summary of Proposed ActionSteps. Explain any material that is contained inthe Appendices.

;. :CC 71-iYISSiC

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A. Basic Assumptions andUnderstandings

This section should be used to "educate" thereader (e.g., School Board member, communitygroups, parents); that is, to summarize brieflywhal is known about technology applicationsin education and to state some general principlesthat form a conceptual foundation for the plan.Such points as the following mieht be addressed:

3 Significant changes are likely to take placeover the next three to five years incurriculum and learning, the organizationand staffing of schools, learning/informa-tion technologies, and society in general.Planning for changes of the scopeanticipated by the introduction of newlearning/information technologies willrequire a long-range effort.The Technology Applications Planningmodel provides a framework for under-taking comprehensive, long-range planning.Applications of technology need to beguided by curriculum requirements, bywhat we expect students will need to knowand be able to do in order to learn effec-tively and pursue productive careers.

Limited resources require that schooldistricts set priorities for technologyapplications in the curriculum. Settingpriorities requires agreement oncompetencies required of all students, aswell as optional or supplementary skills andknowledge.Technology can be used as both a catalystand a tool for revitalizing our existingcurriculum.School districts need to provide equitableaccess to technology for all students.Teachers must select appropriateapplications based on each student's needsand capabilities.

B. Program Mission and GoalsThis brief section is based on the assumptions

and understandings presented in the previoussection. The mission statement needs to com-municate in one or two sentences theoverarching outcome of the program. Thefollowing is an example of a mission statement.Note that it conveys a broad sense of what theprogram will accomplish.

By June 1986, all graduates of our schools willbe able to use the microcomputer and reletedlearning/information technologies to pursuetheir further education and careers of theirchoice.

This statement communicates to the schoolboard and to the public the general purpose ofthe program and serves as a foundation for theprogram goals. The goals should be broad state-ments that reflect the purpose and the majorprogram direction. Some examples of goals are:

Students will be able to use the computerand related learning technologies as ateaching device to acquire knowledge anddevelop skills.Students will be able to use the computerand related learning technologies as a toolto access, organize, analyze, and communi-cate information.Students will be able to instruct thecomputer to perform specific operations.

4 Students will become aware of the use ofcomputers and other informationtechnologies in our society.

,1I. TECHNOLOGY ,N THECURRICULUM

A. Present Status of TechnologyApplications

This section should provide a brief analysisof the current status of technology applicationsin the district. Typically, these applications maybe in the form of the "computer literacy"program or in specific applications withinsubject areas (e.g., word processing in thelanguage arts curriculum or math tutorials inthe elementary grades). The purposes of thisstatus report are to provide an overview ofwhat's going on and to establish a base on whichfuture action steps can be built.

Here are some questions that might beaddressed in developing a status report:

1 Is there a written curriculum used by thestaff teaching technological competencies?Does the curriculum specify:

*a scope and sequence of competencies*instructional materials and equipment*instructional strategies and methods*student performance measures andprocedures

3. What applications of computer assistedinstruction are being implemented? Inwhat grades and subject areas?

4. What applications of general-put-pose soft-ware tools are being implemented? In whatgrades and subject areas?

5. What are the results of these applicationsto date?

B. Proposed ComputerCompetencies

The identification of computer (ortechnology) competencies is one of the mostimportant components of the plan. Without aclear delineation of what is expected of students,it is impossible to be sure that other activities(e.g., staff deveiopment, software and hardwareselection, program organization) will beeffective.

At this stage in our use of technology, themajor focus is on the computer. To give focusto curriculum development, whether it be ingeneric competencies or subject-specific appli-cations, it is important to identify the specific

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compet e.ncies each student is to master prior tograduation. Keep in mind that these competen-cies may need to expand over time to take intoaccount new learning tools such as interactivevideodiscs, online databases, and electronic mail.

The next step is to develop a rough scope andsequence for specifying when these competencieswill be addressed across the grade ievels. Thisscope and sequence will demonstrate how equit-able access to technology is to be guaranteed foreach student. While all the details need not beprovided in the plan, this sequencing is impor-tant in setting priorities for staff development,and for software and hardware procurement andallocation. One or two charts would be usefulin presenting this information. (See Figure 1.)

C. Curriculum IntegrationThis section of the plan is one of the most

important, because it describes the way in whichthe technological competencies will be incorpo-rated into the curriculum. The level of detailprovided here is a Nth.. )n of how much workthe planning team can accomplish and howmuch detail is desired at this proposal stage. Itmay be difficult or premature to specify al ofT he curriculum integration steps in the plan,

articularly since it may be prepared before thetaculty and administrators have had an oppor-tunity to expand their knowledge and skills, andbefore they have worked on the curriculum.Moreover, school boards typically do not ewectto review the curriculum in detail.

GRADES

1-5

COMPUTER COMPETENCIESREQUIRED OPTIONAL

keyboard knowledgeoperation and care of hardware/

software/peripherals

histor- ,f the computercareer Irtunitiessocial impact of computersmisuses of computers

6-8 touch typingalgorithmscomputer operating system

functionsintroduction to computer languagesword processing

programminghistory of computerssocial impact of computers

9-1 2 introduction to:databasesgraphicsspreadsheetstelecommunications

in-depth application ofword processing incontent areas, as appropriate

specialization in applicationsmisuses of computerscareer opportunities

1 1

At this stage then, the plan may serve onlyto provide broad illustrations of curriculum/technology integration and to specify what activ-ities will be conducted to accomplish the inte-gration. The following tasks will need to beaccomplished:

1. Select curriculum areas for initialintegration.

2. Assess each area selected to determinewhere improvements are needed.

3 Examine available technology to identifyeffective and productive tools.

4. Identify targets of opportunity: areas wherecurriculum needs and available technol-ogies coincide.

5. Develop instructional applications.6. Develop instructional materials and

lessons.

You will need to decide how much of thiswork can be accomplished in your school districtover the period addressed by the plan.

Typically, the plan can provide some detailon tasks one through four. Thus, this sectionof the plan will need to specify what curriculumareas will be addressed using what technologies.Here, also, a chart should be provided to presentthe overall curriculum plan.

D. Proposed Action StepsThis section should describe the specific

major activities that will be conducted to accom-plish the tasks that are delineated in the previoussection. This description of activities should beorganized in at least two phases: what will beaccomplished in the near term, usually duringthe current school year, and what will be accom-plished over the balance of the period addressedby the plan. The activities could also be pre-sented by year. Here are some examples ofaction steps dealing with curriculum/technologyintegration.

Phase I September 1986 through June1987

1. Establish a scope and sequence of requiredtechnology competencies for all students.Establish a list of optional/elective com-petencies for selected students.

.. Work closely with the curriculum devel-opment committees in language arts andmath to integrate the computer competen-cies with the curriculum objectives.

3. Prepare course outlines for optional;elective competencies.

4. Increase attention to tool applications,particularly at the junior high and highschool levels.

Phase ll July 1986 through June 1989

1. Implement pilot projects for other toolapplications in various content areas.

/ Implement elective courses in specializedcomputer science courses.

3. Implement complete integration ofcomputer competencies throughout thecurriculum.

4. Establish pilot projects in teaching andusing the computer competencies inteaching writing and mathematics.

,w. mAC. ...3UPPORTMATERIALS

A. Present Status of Softwareand Support Materials

This section should present a description ofsoftware and support materials currently in usein the district. While it is unlikely that all of thesoftware is being used in an integrated manner(i.e., formally linked to specific instructionalobjectives), the description should emphasizesuch linkages where they do exist. The majorityof the software collection typically will be in theform of stand-alone programs, rather than com-prehensive CAI programs. Both should bedescribed .

Some questions that might be addressed inthis section are:

I. Is there a district-wide software selectionand acquisition process?

2. How well is the software collectionmatched to the curriculum objectives?

3. Is there an up-to-date inventory ofsoftware and related support materials?

4. Is there a software allocation and distribu-tion system?

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B. Software for the CurriculumProject:ons of software needs should be based

on the pi ojected curriculum applicationsdescribed in Chapter III. Thus, the major portionof this section should be devoted to an overviewof the types of software that will support thecurriculum/technology initiatives. For example,a typical initiative is to introduce word process-ing into the language arts/English curriculumat the secondary level. Another common pro-gram is the use of a comprehensive basic skillsinstruction and instructional management systemin the elementary grades, particularly for com-pensatory education. Each of these programs re-quires a very different software support system.

In addition to computer software, this sectionshould describe any additional materials thatmight be related to planned curriculum initia-tives. For example, the use of interactive videowill require the acquisition of videotapes ordiscs. Electronic mail, online databases andother telecommunications capabilities willrequire communications software and relatedsupport materials.

In addition to software, teachers will needsupport materials manuals, illustrations,work sheets and other hard copy. Some of thismaterial can be purchased, but much of it mayneed to be developed by the teachers themselves.Describe the general types of materials that maybe needed, and provide some examples. Describehow any materials development will be incor-porated into staff development activitiesdescribed in Chapter V.

This section should also describe the processthe district will follow in selecting software.Because there is so much material of question-able value, decision makers will need to beassured that the district is making good choices.Such choices require that the software be bothof exemplary quality and appropriate for theintended application.

C. Software Allocation andManagement

Many of the needs that are likely to beidentified in the software status report will fallinto the category of allocation and management.Because software is relatively expensive, andbecause instructional materials budgets arelimited, considerable attention needs to be given

to organizing the software collection andassuring its efficient and effective distributionthroughout the district.

This section should describe the softwaremanagement system to be used. For example,how will the software collection be coordinated?At what level: classroom, school, district? Whowill be responsible for maintaining the collection(e.g., providing backup copies, orderingreplacements, maintaining an inventory)?

D. Proposed Action StepsThis section should describe the specific

major activities that will be conducted toaccomplish the tasks that are delineated in theprevious sections. This description of activitiesshould be organized in at least two phases: whatwill be accomplished in the near term, usuallyduring the current school year, and what willbe accomplished over the balance of the periodaddressed by the plan. The activities could alsobe presented by year. Here are some examplesof action steps dealing with software andsupport materials.

Phase I Septamber 1986 through June1987

1. Establish a software selection committeeand process.

2. Establish a software management system.3. Procure software to support literacy and

pilot project activities, particularly thosefocusing on curriculum integration.

Phase II July 1987 through June 1989

I. Establish district-wide policies forsoftware management.

2. Develop activities for procuring orpreparing supplementa:y teacher andstudent materials for software.

3TAFF DEVELL7,7MUr-

A. Present Status of the StaffDevelopment Program

In most cases, a substantial amount of staffdevelopment (primarily training) will havealready taken place in the district. These

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activities should be described briefly, and somesynopsis of the faculty's new skills and knowl-edge should be presented. The CAPS Guide-book contains some forms that may be adaptedfor this purpose.

Be sure to relate this assessment of staff devel-opment activities to the curriculum initiativesoutlined in Chapter III, What has been accom-plished to date that has prepared the staff tocarry out those initiatives? What remains to bedone?

Other questions that may be addi ..ssed in thissection are:

1. Is there an inventory of staffcompetencies, updated at least yearly?

2. Is the staff development program linkedclosely to the curriculum/technology inte-gration initiatives?Are staff development activities evaluated?If yes, what does the evaluation indicate?

4. What other staff development activitiesare conducted in addition to training?

B. Proposed Staff Competencies

Staff development resources, time as well asmonies, are likely to be limited. For this reason,this section should focus almost exclusively onactivities for those teachers and administratorswho will be responsible for carrying out the cur-riculurn/technology initiatives described inChapter III. Make it clear that staff develop-ment for those teachers not involved in thoseinitiatives will be given a lower priority. Be sureto correctly estimate the scope of staff develop-ment required to accomplish the initiatives.Include a description of activities in addition totraining that will be employed to support suc-cessful implementation.

C. Matching Staff Developmentto Curriculum

In most cases, the majority of staff develop-ment activities will need to be directed to sub'area teachers, rather than to specialists wFsole responsibility is to teach computer liter:A.: .

Such training will be directed to incorporatingtechnology into subject areas. This training mayneed to include work on the curriculum itself;that is, revitalizing the existing curriculum toreflect new student needs and new findings fromresearch and practice. This section shoulddescribe any general curriculum improvementwork in order to demonstrate that the technol-ogy is serving in part as a catalyst for moregeneral improvements as well as automation. Anillustration of projected curriculum improve-ments that will be accomplished should be pro-vided. A chart depicting the parallel curriculumand staff development activities might also beprovided (see Figure 2).

D. Proposed Action StepsThis section should describe the specific

major activities that will be conducted to accom-plish the tasks that are delineated in the previoussections (B and C). This description of activitiesshould be organized in at least two phases: whatwill be accomplished in the near term, usuallyduring the current school year, and what willbe accomplished over the balance of the periodaddressed by the plan. The activities could alsobe presented by year. Show how staff develop-ment activities will be coordinated with projectedcurricul,im initiatives so that teachers are trainedjust prior to the start of program implementa-tion. Here are some example of action stepsdealing with staff development.

FiGURE 2

STAFF DEVELOPMENT ACTIVMES

PROPOSED CURRICULUMINTEGRATION INITIATIVES

STV'c DEVELOPMENTACTIVITIES

Word processing introduced ingrade 6-8 language arts and socialstudies classes in 9/86

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1. Orientation for teachers in May/872. 10 hours of training for teachers in

5-6/373. Curriculum applications work with

teachers in 8/87 (12 hours)4. Implementation support for

teachers (9/87 thru 12/87)

Phase I1987

September 1986 through June

1. Conduct targeted assessments to identifytraining and development needs of teacherswho will be implementing curriculuminitiatives.

2. Provide curriculum development resourcesand training to teachers implementing cur-riculum initiatives.

3. Update inventory of staff competencies.

Phase II July 1987 through June 1989

1. Expand training to teachers conductingnew curriculum initiatives.

2. Provide in-class support to teachers imple-menting curriculum initiatives.

A. Present Status of Equipment

This section should present a description ofcomputers and related equipment currently inuse in the district. As with software, it is possiblethat all of the computers are not being used inan integrated manner (i.e., formally linked tospecific instructional objectives), nor are equip-ment utilization rates likely to be at or near10007o. The status report should provide infor-mation on how and how often the equipmentis being used.

Some questions that might be addressed inthis section are:

I. Is there a comprehensive inventory otcomputers and related equipment?

2. How well is the hardware matched to therequirements of the curriculum?

3. Is there a process in place for monitoringnew developments with respect to newlearning and information technologies?

4. Is there a hardware allocation and distri-bution system?

5. What contributions from business areavailable?

B. Equipment RequirementsProjections of hardware needs shuuld be

based on the proposed curriculum applicationsdescribed in Chapter Ill. Thus, the major por-

5

tion of this section should be devoted to an over-view of the types of equipment that will supportthe curriculum/technology initiatives. Forexample, a typical initiative is the use of wordprocessing in the language arts/English curric-ulum at thf: secondary school level. Anothercommon program is the use of a comprehensivebasic skills instruction and instructional manage-ment system in the elementary grades, particu-larly for compensatory education. Each of theseprograms requires different equipment. Whiiesmall lap computers may be appropriate forword processing, effective and efficient basicskills instruction may require a minicomputer,particularly if an instructional management sys-tem is used to track student progress and placestudents at appropriate instructional levels.

In addition to computers, this section shoulddescribe any additional equipment that mightbe related to planned curriculum initiatives. Forexample, the use of interactive video will requirethe acquisition of videodisc equipment andspecial boards to connect the equipment to thecomputer. Introducing electronic mail, onlinedatabases and other telecommunications capa-bilities will require modems.

This section should also describe the processthe district will follow in selecting hardware.Because equipment capabilities are changing sorapidly, and because all computers are notcompatible, decision makers will need to beassured that the district is making good choices.Such choices require that the computers be ofboth exemplary quality and appropriate for theintended apnlication.

C. Equipment Allocation andManagement

Many of the needs that s re likely to beidentified in the equipment status report will fallinto the category of allocation and management.Because the number of students per computerwill ..emain high in most districts for some time,considerable attention needs to be given toorganizing computers and assuring their effi-cient and effective distribution throughout thedistrict. This section should describe the majorconfigurations that will be employed (e.g., lab,classroom-permanent, classroom-rotating), andhow these configurations will support theplanned curriculum initiatives. The types ofconfigurations used will impact on staffing andorganization, as well as on utilization rates.

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This section should also describe the equip-ment managemet.t system to be used. Forexample, how will the equipment be main-tained? How will security be provided? Who willbe responsible for maintaining an equipmentinventory?

D. Proposed Action StepsThis section should describe the specific

major activities that will be conducted to accom-plish the tasks that are delineated in the pre0oussections. This description of activities should beorganized in at least two phases: what will beacconiplished in the near term, usually duringthe current school year, and what will be accom-plished over the balance of the period addressedby the plan. The activities could also be pre-sented by year. Here are some examples ofaction steps dealing with equipment.

Phase I September 1986 through June1987

I. Establish an equipment selection com-mittee and process.

2. Establish a microcomputer lab at each ofthe middle schools.

3. Establish specifications for a mini-computer-based CAI system

Phase II July 1987 through June 1989

I. Purchase a CAI system for use at theelementary level.

2. Establish a word processing lab at the highschool.

3. Purchase an interactive videodisc system.4. Install a guidance information system at

the high school.

A. Present Organization of theProgram

This section should describe the existing orga-nization and staffing of the technology appli-cations program. Typically, such programssuffer from inadequate staffing and organiza-tion because they grow without an overalldesign, often with a meager budget and the dedi-

cation of a few committed teachers and admin-istrators. As the program expands, such ad hocorganization will impede development. Inte-grating technology throughout the curriculumwill require innovative and effective staffing andorganization.

The following are some questions that may beaddressed in providing a status report on thiscomponent:

I. How is the program coordinated at the dis-trict and building levels?

2. What are the utilization rates forequipment and facilities?

3. How are technology applications providedequitably?

4. Are there policies and proceduresgoverning such issues as student use oflabs, loan of computers to teachers, andsoftware piracy?

5. How is the technology applicationsprogram monitored and evaluated?

B. Staffing Requirements

Even with optimum integration of technologythroughout the curriculum, classroom teachersmay not be sufficient to conduct the entireprogram. This section should describe any newstaff that will be required to implement theprogram. The most common need is for a pro-gram coordinator, someone who will oversee thedevelopment and implementation of the pro-gram throughout the school district. Sometimesspecialists are required, such as computerscience teachers or data processing managers.

C. Roles and ResponsibilitiesIn addition to sometimes instead of new

staff, consideration may need to be given toredefining the roles of existing staff or allocatingteachers and resource personnel differently Suc-cessful implementation of the program mayrequire that more experienced classroom teacherstake on part-time roles as itinerant specialiststo work with other teachers in their classrooms.A teacher may need to be assigned to serve asa computer lab coordinator. Given existing per-sonnel policies and procedures, such changes aresignificant and will need to be specified in thissection.

1 6- 9

D. Policies and ProceduresThis section should describe any new policies

that may need to be established to govern theoperation of the program. The following issuesmay require school and district-level policies andprocedures.

I . loan of equipment to teachers for use athome

2. software copying by teachers and studerw3. software and hardware selection and

purchasing4. use of labs after school by teachers, stu-

dents, parents and community members5. scheduling of labs by teachers; allocation

of equipment and software to classrooms

E. Staging and PhasingLimited time, energy and resources require that

the program goals and objectives be addressed overa multi-year period. This section of the plan shoulddescribe how each of the major program initiativeswill be implemented over the period of the plan.This description should be supplemented with achart and be consistent with the major action stepsproposed for each of the program components.

F. Implementation ActivitiesThe planning process should have identified

several constraints that typically effect the imple-mentation of new programs in the district. Inaddition, there are likely to be some new issuesrelated to the technology applications program.This section should discuss the most significantof these constraints and describe how they will

be addressed. Some of the implementation needsthat should be anticipated are:

1 . teachers' need for assistance in classroomimplementation

2. principals' need for support3. underestimated time requirements4. activities that don't work5. instructional materials need revision

1 7

G. Program Monitoring andEvaluation

Because many of the program initiatives willbe in the form of pilot projects, it will be nec-essary to monitor implementation to be sure itis consistent with what was planned. In addition,the plan should specify how the impact of thetechnology on student performance will bedetermined. This section should describe whatwill be monitored and how. A chart should beused to depict each curriculum initiative and theformative and summative evaluation proceduresand instruments that will be used to assessprogress and impact.

H. Proposed Action StepsThis section should describe the specific

major activities that will be conducted to accom-plish the tasks that are delineated in the previoussections. This description of activities should beorganized in at least two phases: what will beaccomplished in the near term, usually duringthe current school year, and what will be accom-plished over the balance of the period addressedby the plan. The activities could also be pre-sented by year. Here are some examples of actionsteps dealing with program organization andimplementation.

Phase I September 1986 through June1987

1. Hire a district-wide computer programcoordinator.

2. Develop a policy regarding softwarecopying.

3. Assign and train two teachers to serve asresource persons.

4. Prepare a documentation and evaluationplan for the program.

Phase ll July 1987 through June 1989

1. Study needed new staffing needs for theprogram.

2. Prepare an annual program evaluationreport.

3. Appoint computer liaisons at each school.

3UDGET PROJECliONS

A. leview of Expenditures To[late

Before presenting a budget for the technologyapplications program, a brief review of expendi-tures in previous years should be provided. Thereport should be presented in chart form and beorganized according to the major program com-ponents and expenditure categories (seeFigure 3). At a minimum, the budget reviewshould identify expenditures for staff, staffdevelopment, equipment, software and supportmaterials, maintenance and supplies, and mis-cellaneous expenditures such as security and

r"-%%di .40

insurame. A brief narrative should explain anyimportant expenditure items or special factors.

B. Proposed Program BudgetThis section should present and discuss the

proposed program budget for the period of theplan (in most cases, three to five years). Thebudget should be presented in chart form,according to the major program componentsand expenditure categories. At a minimum, thebudget review should identify expenditures forstaff, staff development, equipment, softwareand support materials, maintenance and sup-plies, and miscellaneous expenditures such assecurity and insurance.

10

PROGRAM COMPONENT: Word Processing, Grades 6-8

EXPENDITURE CATEGORY Year 1 Year 2 Year 3

Staff

Staff Development

Equipment

Software and Materials

Maintenance

Miscellaneous

TOTALS

PROGRAM COMPONENT: Introduction to Computer Languages, Grafts 6-8

EXPENDITURE CATEGORY Year 1 Year 2 Year 3

Staff

Staff Development

Equipment

Software and Materials

Maintenance

Miscellaneous

TOTALS

In most cases, the proposeu ,,udget should beexplained in detail. Linkages between recom-mendations, proposed action steps and lineitems should be explained. Significant increasesin line items over those in previous years shouldbe explained. The budget might also be pre-sented in terms of implementation phases,showing details for the Phase I program andcost estimates for Phase II. If the proposedbudget is substantially greater than what hasbeen available in past years, some indication ofpriority budget items should be presented. Thesepriorities should be linked back to programpriorities so that decision rakers understandwhat the budget is buying in terms of programsand services for students, not just equipmentand software.

One way to facilitate budget decisions is to pre-sent the budget according to the major programinitiatives. While a line item expenditure budgetwill be needed to summarize expenditures in atraditional manner, a program component bud-get will allow decision makers to see what eachinitiative costs. For example, if all eighth gradestudents are to be taught word processing inconjunction with the language arts program, abudget for that initiative can be presented. Thesame can be done for other initiatives, such asa minicomputer-based basic skills instructionprogram or a computer science elective at thehigh school.

..0 d

0",

To provide a review of the action steps foreach component, this chapter should display all ofthe action steps organized by phase. A timelinemay be used as a supplement to the list of steps.

This section of the plan can present the plan-ning committee's major recommendations.These recommendations are also presented aspart of the Executive Summary. These ecom-mendations should be based on the action stepsthat are presented at the end of each majorsection. They should be organized in the generalsequence of the plan and the specific section towhich the recommendation is addressed shouldbe cited. Here are some examples of recommen-dations from actual plans.

Recommensiation

Purchase or lease/purchase a minicomputerto be located in the high school and networkedwith existing and compatible microcomputerterminals. The acquisition of the minicomputerwill allow currently contracted services to beconducted within the schools and will be usedfor administrative ar I instructional r- noses.A proposal can be developed with sprequesting a major corporate contrioution ofapproximately 50% towards the purchase of theminicomputer.

Because the plan needs to be presented asconcisely as possible, the append zes can be usedto organize supporting information. Thefollowing materials are seme of the supportingdoeumentation that may be placed in theappendices:

I. inventories of equipment and software2. lists of planning committee ark. task foi ce

members3. examples of curriculum applications

presently ming used in the district4. descriptions of training programs in place5. policy statements

."-ENC ES

California State Department of Education.Computer Applications Planning. Sacramento,CA: Calif. State Department, 1985.

Georgia Department of Education. EducationalTechnology: Cocal Planning Guide. Atlanta,GA: Georgia Department of Education, 1985.

Merrimack Education Center. ComputerApplications Guidebook. Chelmsford, MA:Merrimack Education Center, 1984.

Merrimack Education Center. CAPS Profile.Chelmsford, MA: MEC, 1986.

1 9

cendixarrInc Iasi( kr 4

laa

This checklist can serve as a review of the planning process. The planning team may want touse it to monitor progress or to explain work underway to the school committee and other groups.

I. Preliminary Activities

El Form the planning committees

Establish broad direction

E Conduct orientation activities

Inventory current computer application

E Identify planning resource needs

2. Integrating Computers into the Curriculum

E Develop broad goal statements

Develop student competency statements

Set planning priorities

E Develop curriculum objectives

El Develop instructional strategies and applications

3. Staff Development

Identify required staff competencies

17 Determine actual staff competencies

LI Establish staff development program

.1.

4. Hardware and Software Acquisition

CI Establish selection criteria and process: software and hardware

LI Prepare procurement specifications

5. Organization and Implementation

LI Provide for program coordination and implementation

E Develop logistical support system

CI Develop materials and equipment support system

41141,

404

404. 0414, -.44

MOP 440 .441

Technology PlanTable of Contents

Emerging TechnologiesEquipment Allocation and Management

Equipment RequirementsProposed Action Steps

SECTION EXECUTIVE SUMMARY

I. The School DistrictCurrent Status

Objectives/Recommendations Near-TermObjectives/Recommendations Long-Term

r unization Staffingplementation

2. CurriculumPresent StatusIntegration

ModelsProposed Action Steps

3. Software and SupportPresent StatusAllocation and Management

Software for the CurriculumProposed Action Steps

4. Staff DevelopmentPresent StatusStaff Competencies

Matching Staff Development/CurriculumProposed Action Steps

5. Equipment/HardwarePresent Status

INV

6. Program OrganizationPresent Status

Staffing/OtganizationStaging and PhasingMonitoring and Evaluation

Proposed Action Steps

7. BudgetingPersonnelTrainingSoftwareEquipmentMaintenance/Other

8. Other Important ConsiderationsEquityHome/School

NetworkingFinancial/Investment

Partnetships/Donat ions

APPENDICES

REFERENCES

The sample table of contents described abo' ':an be used as an outline for structuring and organizingthe content of the school district's techrn gy plan. It can also be modified and used as a taskanalysis timeline to assis in monitoring the development of the plan.

NM

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Merrimack Education Centr101 Mill Road

Chelmsford, MA 01824

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