Technology Plan EvaluationFRIT 7232 - Fall 2013Laurie Bennett, Christopher Brist, Lisa WittemanSeptember 22, 2013

Module 3 Annotated Resources1) Title: Evaluating the Effectiveness of Technology in our SchoolsReference: http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&sqi=2&ved=0CC4QFjAA&url=http%3A%2F%2Fwww.act.org%2Fresearch%2Fpolicymakers%2Fpdf%2Fschool_tech.pdf&ei=0FszUp7_BYPuqQGblYCYDQ&usg=AFQjCNEDSiPHWyR4wDG5g6egGfcWDX1UjQ&sig2=iVqaxNqxFRMMvxSK7SSfug&bvm=bv.52164340,d.aWM Relevance: This article covers the importance of technology in education. It explains that a school system cannot just throw money or technology into it and expect results. It lays out the advantages of technology in education and spells out ways to use it to enhance the learning experience. It gives great advice on how to evaluate the technology being used and how to implement it to the best advantages. Technology is not a replacement for education, but rather a way to enhance the educational methods already in place. It also goes over ways that technology can help increase academic achievement and also close the academic gaps between different socioeconomic levels of the population.2) Title: An Educators Guide to Evaluating the use of Technology in Schools and ClassroomsReference: http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCkQFjAA&url=http%3A%2F%2Fwww.au.af.mil%2Fau%2Fawc%2Fawcgate%2Fed-techguide%2Fhandbook2.pdf&ei=uVwzUo-YBIK2qQHci4HQAQ&usg=AFQjCNFPdhLPlQ583B8-TeygEPpRxwNIEA&sig2=kFhkud_Ma-QMOInSiimMAA&bvm=bv.52164340,d.aWM Relevance: This article gives guidelines on how to evaluate a schools technology plan. It contains suggestions of items that should be included in an effective plan.3) Title: District/School Technology Plan Template: Your Blueprint for SuccessReference:http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CCkQFjAA&url=http%3A%2F%2Fwww.scilearn.com%2Falldocs%2Fcp%2Fschool-district-technology-plan.pdf&ei=DV4zUo-XC8f3qQGzmIAo&usg=AFQjCNGhl68LTwk26IKOLXo_gpojVkdUhA&sig2=g2CW5Cqnv1YRTau74sKsRQ&bvm=bv.52164340,d.aWM Relevance: This article is actually a fill-in-the-blank template that a school system could use to begin creating their districts technology plan. I lists all of the relevant basic components and even has a checklist at the end that allows the user to evaluate how complete the plan is after all the blanks are filled in. It contains suggestions on how to make it better or more complete, depending on where the shortcomings fall.4) Title: Evaluation of the Enhancing Education Through Technology Program: Final ReportReference: http://www2.ed.gov/rschstat/eval/tech/netts/finalreport.pdfRelevance: This report spells out the requirements of school systems to include in their technology plans in order to adhere to the No Child Left Behind Act of the US Department of Education in order for them to receive their federal funding for the program.5) Title: Investigating the quality of the school technology needs assessment (STNA) 3.0: A validity and reliability studyReference:Educational Technology Research and Development. August 2010, Vol. 58, Issue 4, p353-376, 24p.http://ehis.ebscohost.com/eds/pdfviewer/pdfviewer?sid=73fd20a8-d5d1-4d14-b227-3199b224ca24%40sessionmgr11&vid=4&hid=17Relevance: This paper discusses the importance of schools and districts conducting a well-planned needs assessment before designing or implementing technology plans. The School Technology Needs Assessment (STNA) is a free online tool that was developed by the Department of Education in North Carolina to help schools positively impact the educational environment.6) Title: A Technology Plan That WorksReference:Educational Leadership, v68 n5 p56-59 Feb 2011. 4 pp.http://ehis.ebscohost.com/eds/pdfviewer/pdfviewer?sid=391629d3-c097-4194-bc0c-7d9c44dee686%40sessionmgr14&vid=5&hid=17Relevance: This article focuses on five lessons that school administrators should keep in mind whenever implementing new technologies. The article focus less on the technology and more on the people that will utilize the resources. These lessons could easily be expanded to the district level for technology planning, since one size does not fit all..7) Title: Making Technology Standards Work for YouReference:http://www.iste.org/docs/excerpts/MATEC3-excerpt.pdfRelevance: This ISTE paper was written for school leaders, on a variety of levels, as a guide for implementing and integrating technology. Administrators are given the resources to become effective technology leaders that inspire, facilitate, engage and advocate for their schools.8) Title: Being Smart About Technology.Reference:Marcoux, E. (2010). Being Smart About Technology. Teacher Librarian, 37(4), 87-88Relevance: In the reflective (2010) article, Marcoux discusses her eye-opening experiences at a technology in schools seminar. She attended to attain insight on how school administrators and technology directors envisioned 21st century learning. She was surprised at the high interest in hardware and software and not the incorporation of technology for knowledge. They seemed clueless about their own districts technological atmosphere as it pertained to the current standards. They needed to understand the capacities of their technologies according to how they contribute to the curriculum in each school. Their understanding needed to be expanded beyond written goals and be mindful to include foresight in their plans. This articles relevance to writing a technology plan is to look for quality not popular programs, listen to stakeholder opinions and be observant of the classroom needs and achievements.9) Title: Technology Planning: Designing the Direction to Get There.Reference:Norton, S. (2013). Technology planning: Designing the direction to get there. Knowledge Quest, 42(1), 64-69.Relevance: In the 2013 article, Norton provides background information and influential governmental funding for technology integration. She points out that many technology plans either continue to exist with outdated funding information or have been eliminated. She proceeds to break down the essential components of a school technology plan, with a resounding theme that librarians become the live pulsed between the community and school wide stakeholders and the district technology departments. Her essential components of the school technology plan provide clear operational definitions to sharpen rubric criteria to assess technology plans.10) Title: The Technology Facade.Reference:Tomel, L. A. (2007). The technology facade. American School Board Journal, 194(9), 44-49.Relevance:In the 2007 article, the author reports on the effectiveness of an author- designed 20 item questionnaire for school board members to analyze the current functioning of a districts technology program. The questionnaire was very forward thinking for 2007. It offers poignant queries on the implementation of the districts costly programs. This survey could be a helpful resource for our group as we explore the vision of the districts proposed utilization and implementation of instructional and informative technologyIntroductionAs a group, we collaborated and researched several Georgia school districts technology plans to evaluate for our paper. We selected the technology plan from Liberty County School System. The Liberty County School System is located in southeast Georgia. It is described as a small coastal school district, with 13 schools, and one central office. Liberty Countys Technology Plan is attached to their districts public site. Its hyperlink was easily located on the Technology and Media Services Homepage.http://www.liberty.k12.ga.us/ourpages/auto/2013/4/9/50587699/LCSS%203yr%20Tech%20Plan%2011-14.pdfAlso located on the Technology and Media Services Homepage, is a public interactive sidebar. Each link is informative, resourceful, and includes a survey for participants to fill out after a technology in-service. These content links provide essential evidence that the school system technology plan is vested in providing accessible technology for all of their stakeholders.The Plans Outline and Time Period Range The Liberty County School System Technology Plan lists six headings; vision for the utilization of technology, current reality (the heart of the plan), communication and marketing, professional technology training, eighth grade technology literacy, and appendices. The headings locations are found on the plans table of contents.The plan covers a 3-year time period ranging from July 1, 2011-June 30, 2014 and was submitted on April 28, 2011.Elements of Technology Plan RubricComponents321Score

Executive SummaryIdentifies clearly and concisely for the reader the vision, mission, goals and objectives, findings, issues, conclusions, and recommendations of the technology planProvides adequateAnd accurateInformation in ExecutiveSummaryExecutive summary isabsent or incomplete.(Missing 2 or more components of information)

Identifies Contributors andStakeholder groupsMembership list has complete description of constituencies/ stakeholder groups - All areas are equally representedMembership list isprovided anddescribesconstituenciesrepresentedMembership is not listed or is inadequateto determinerepresentationof stakeholder groups

VisionVision is comprehensive and deals with learning outcomes, not just technology outcomes - Clearly and concisely states the districts vision for how technology will be used to enhance learning; indicates the benefits that will result from the use of technology by students, teachers,administrators or othersVision provides adequatedescription of howtechnology willimprove learning but instructionaloutcomes not fullyaddressedVision is not included or does not address learning outcomes

MissionMission 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 thisMission addresses learningoutcomes butprovides limitedinformation aboutwhat, why, and for whom the school or district is doing the planMission is missing or does not address instructionaloutcomes

GoalsThe plan establishes clear goals and a realistic strategy for using technology toimprove education or library services Goals clearly answer the questions: Who? What? By when? By how much? According to which instrument?Goals are mostlyequipment based and loosely linked to improvement plansGoals are absent or seem to be only equipment based; are not measurable; are incomplete or difficult tounderstand

ObjectivesObjectives are measurable and delineated fromgoals; they clearly define steps to be taken to achievegoals - They are clear and realisticProvides most of the objectives. Some objectives may not bereadily attainable or measurableObjectives are absent or incomplete. They are difficult to understand,unrealistic, or appearimmeasurable

Needs AssessmentThe plan includes an assessment of the hardware, software, and other services that will be needed to improve education or library services - Identifies use by students and staff, and training received and desiredTechnology has been assessed and analyzed, but may not include summaries ofinformation from all elements in thetechnology surveysNeeds assessment is absent or incomplete

Conclusions andRecommendationsClearly 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 relevantConclusions andrecommendations are adequately justified although the basis of some conclusions notentirely clearConclusions and recommendations are missing or are not adequately justifiedbased on theinformation gatheredin planning process

Acceptable Use PolicyDescribes policies that are needed to ensure proper use of the technology resources - Includes well-written draft of Acceptable Use PolicyProvides an adequate description of themost relevant policy issues - Includes an adequate draftof Acceptable UsePolicyPolicy issues are absent, incomplete, or difficult to understand;lack of Acceptable Use Policy draft

Academic GoalsProvides clear description of howtechnology is currently used in the learning environment and ways it will be used to achieve instructionaloutcomes; describes how technology will enhance curriculum and teaching andlearning strategiesProvides overview of the current and future use of technology in enhancing theteaching-learningprocess for students. Little detail on how technology will be integrated into learning andcurriculumTechnology and Learning statementabsent or providesincompleteinformation on the current use or future role of technology in the school or district and how it will enhance learning

Existing Technology and Requirements for Implementing Technology UpgradesProvides clear andcomprehensive description of the capabilities of presenthardware and learningenvironments - It identifies minimum standards andrequirements for computer hardware, software, andconnectivity; describes the types of learningenvironments that currently exist and those to be createdby the planProvides generaldescription ofhardware, softwareand connectivitystandards andrequirementsTechnology standards,requirements and models are missing,incomplete, or vague

Professional DevelopmentClearly describes current andneeded technologycompetencies - The plan has a professional development strategy to ensure that staff knows how to use the new technologies to improve education or library servicesProvides a generaloverview of current and needed technologycompetencies - Describes a fewstrategies andrecommendations for incentives andresourcesStaff Development is absent or providesonly minimalinformation oncurrent and neededtechnologycompetencies

Technical SupportProvides clear andcomprehensiverequirements and plans for services needed to support technology useProvides adequate but not comprehensivedescription oftechnical supportrequirements andservicesTechnology support isabsent or providesvague or littleinformation ontechnical supportrequirements

Projects and TimelinesProvides a prioritized list of major technology plan projects, tasks and timelines - Projects a timeline for completion of projects, such as the full integration of new technology with existing technology - Timelines are realistic and consistent with plan goals and objectivesProvides most, but not all, of the project and timelines information - Appears to be generally consistent withplan goalsProjects ortimelines missing;provides vague or little information on projects ortimelines; projects do not appear relevant to plan goals or unrealistic

BudgetThe plan provides for a sufficient budget summary estimate to acquire and maintain the hardware,software, professional development, and how it will be distributed among schools for equitable access - Identifies possible alternative funding resourcesProvides most, but not all, of the budget estimateInformation -Appearsto be generallyconsistent withplan goalsBudgets missing or estimates appear incongruent with plan or unrealistic

Methods of EvaluationThe plan includes an evaluation process that enables the school or library to monitor progress toward the specified goals and make mid-course corrections in response to new developments and opportunities as they ariseEvaluation process is broad or does not allow mid-course corrections as neededThere is no evaluation process included or the process does not match the goals and objectives of the plan

Accessibility of TechnologyResourcesThe plan will address how to make technology accessible to all students, including those with disabilities or limited English proficiencyThe plan addresses how to make technology accessible to some students with disabilitiesThe plan does not address accessibility for any students with disabilities or limited English proficiency

Timely SubmissionThe plan was submitted on timen/aThe plan was not submitted on time

Total Score

A description of each element and its corresponding criterion score are noted in the following rubric.Components321Score

Executive SummaryIdentifies clearly and concisely for the reader the vision, mission, goals and objectives, findings, issues, conclusions, and recommendations of the technology planProvides adequateAnd accurateInformation in ExecutiveSummaryExecutive summary isabsent or incomplete.(Missing 2 or more components of information)1

Identifies Contributors andStakeholder groupsMembership list has complete description of constituencies/ stakeholder groups - All areas are equally representedMembership list isprovided anddescribesconstituenciesrepresentedMembership is not listed or is inadequateto determinerepresentationof stakeholder groups3

VisionVision is comprehensive and deals with learning outcomes, not just technology outcomes - Clearly and concisely states the districts vision for how technology will be used to enhance learning; indicates the benefits that will result from the use of technology by students, teachers,administrators or othersVision provides adequatedescription of howtechnology willimprove learning but instructionaloutcomes not fullyaddressedVision is not included or does not address learning outcomes3

MissionMission 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 thisMission addresses learningoutcomes butprovides limitedinformation aboutwhat, why, and for whom the school or district is doing the planMission is missing or does not address instructionaloutcomes1

GoalsThe plan establishes clear goals and a realistic strategy for using technology toimprove education or library services Goals clearly answer the questions: Who? What? By when? By how much? According to which instrument?Goals are mostlyequipment based and loosely linked to improvement plansGoals are absent or seem to be only equipment based; are not measurable; are incomplete or difficult tounderstand3

ObjectivesObjectives are measurable and delineated fromgoals; they clearly define steps to be taken to achievegoals - They are clear and realisticProvides most of the objectives. Some objectives may not bereadily attainable or measurableObjectives are absent or incomplete. They are difficult to understand,unrealistic, or appearimmeasurable3

Needs AssessmentThe plan includes an assessment of the hardware, software, and other services that will be needed to improve education or library services - Identifies use by students and staff, and training received and desiredTechnology has been assessed and analyzed, but may not include summaries ofinformation from all elements in thetechnology surveysNeeds assessment is absent or incomplete3

Conclusions andRecommendationsClearly 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 relevantConclusions andrecommendations are adequately justified although the basis of some conclusions notentirely clearConclusions and recommendations are missing or are not adequately justifiedbased on theinformation gatheredin planning process1

Acceptable Use PolicyDescribes policies that are needed to ensure proper use of the technology resources - Includes well-written draft of Acceptable Use PolicyProvides an adequate description of themost relevant policy issues - Includes an adequate draftof Acceptable UsePolicyPolicy issues are absent, incomplete, or difficult to understand;lack of Acceptable Use Policy draft3

Academic GoalsProvides clear description of howtechnology is currently used in the learning environment and ways it will be used to achieve instructionaloutcomes; describes how technology will enhance curriculum and teaching andlearning strategiesProvides overview of the current and future use of technology in enhancing theteaching-learningprocess for students. Little detail on how technology will be integrated into learning andcurriculumTechnology and Learning statementabsent or providesincompleteinformation on the current use or future role of technology in the school or district and how it will enhance learning2

Existing Technology and Requirements for Implementing Technology UpgradesProvides clear andcomprehensive description of the capabilities of presenthardware and learningenvironments - It identifies minimum standards andrequirements for computer hardware, software, andconnectivity; describes the types of learningenvironments that currently exist and those to be createdby the planProvides generaldescription ofhardware, softwareand connectivitystandards andrequirementsTechnology standards,requirements and models are missing,incomplete, or vague3

Professional DevelopmentClearly describes current andneeded technologycompetencies - The plan has a professional development strategy to ensure that staff knows how to use the new technologies to improve education or library servicesProvides a generaloverview of current and needed technologycompetencies - Describes a fewstrategies andrecommendations for incentives andresourcesStaff Development is absent or providesonly minimalinformation oncurrent and neededtechnologycompetencies3

Technical SupportProvides clear andcomprehensiverequirements and plans for services needed to support technology useProvides adequate but not comprehensivedescription oftechnical supportrequirements andservicesTechnology support isabsent or providesvague or littleinformation ontechnical supportrequirements3

Projects and TimelinesProvides a prioritized list of major technology plan projects, tasks and timelines - Projects a timeline for completion of projects, such as the full integration of new technology with existing technology - Timelines are realistic and consistent with plan goals and objectivesProvides most, but not all, of the project and timelines information - Appears to be generally consistent withplan goalsProjects ortimelines missing;provides vague or little information on projects ortimelines; projects do not appear relevant to plan goals or unrealistic2

BudgetThe plan provides for a sufficient budget summary estimate to acquire and maintain the hardware,software, professional development, and how it will be distributed among schools for equitable access - Identifies possible alternative funding resourcesProvides most, but not all, of the budget estimateInformation -Appearsto be generallyconsistent withplan goalsBudgets missing or estimates appear incongruent with plan or unrealistic3

Methods of EvaluationThe plan includes an evaluation process that enables the school or library to monitor progress toward the specified goals and make mid-course corrections in response to new developments and opportunities as they ariseEvaluation process is broad or does not allow mid-course corrections as neededThere is no evaluation process included or the process does not match the goals and objectives of the plan3

Accessibility of TechnologyResourcesThe plan will address how to make technology accessible to all students, including those with disabilities or limited English proficiencyThe plan addresses how to make technology accessible to some students with disabilitiesThe plan does not address accessibility for any students with disabilities or limited English proficiency3

Timely SubmissionThe plan was submitted on timen/aThe plan was not submitted on time3

Total Score46/54

Recommendations to improve this planSome of the categories received less than the maximum score and should be addressed to improve this technology plan. Here are suggestions for changes in each category that need improvement:Executive Summary - Score 1 out of 3Liberty Countys Technology Plan omitted an Executive Summary. Much of the pertinent at a glance information found in an Executive Summary was scattered throughout the Plan (i.e., The Plans vision and mission statement were located in the Vision Summary, goals and objectives were found in multiple places). The Executive Summary is much like an abstract to an intense research paper. Some readers are not technology savvy and look for reader friendly short statements. Omitting this crucial piece of writing can have a negative effect on stakeholders and committee members. Instead of focusing on the highlights of the Plan, everyone is focusing on going through multiple pages seeking information that impacts them. Meanwhile, important areas of the Plan that could be validated our discussed are being lost due to the readers disengagement.

Mission: Score 1 out of 3The mission should focus on instructional outcomes and how the district will turn its vision into a reality. It should also explain why and for whom the technology plan has been created. This technology plan did not contain any of these elements and received a score of 1 in the rubric.Conclusions and Recommendations - Score 1 out of 3While the plan illustrates how the district will implement new technologies, it is lacking a definitive source that explains the reasoning behind their decisions. A needs assessment would help to determine the short falls of the district and provide a guide for recommendations.

Academic Goals Score 2 out of 3Through our research, we agreed that technology plans were lacking alignment with the common core by not addressing specific and descriptive academic goals. We tested our theory by incorporating academic goals in our rubric with the plan. After we reviewed the plan, we collaborated and agreed that the plan discussed how technology is currently utilized in the learning environment and what training the educators would receive, it lacked description and clarity on how the plan would improve student achievement, enhance strategies and utilize the common core curriculum.Projects and Timelines - Score 2 out of 3The districts technology goals and objectives are well defined. However, many of the goals lack sufficient timetables for execution. Implementing the technology plan would be more effective for stakeholders if they were given specific expectations of due dates.ConclusionThe technology plan scored 46 out of a possible 54 points. This equates to 85%, which is a good assessment with room for improvement. The major areas where the plan fell short were in setting specific goals and timelines for meeting those goals. We did not get a clear indication of where the plan would take the district and they did not set specific benchmarks for helping them set a pace for the overall time frame of the plan. A few more specific academic goals along with a proper timeline to follow those goals would have increased the score (and in turn the effectiveness) of this technology plan.