I created these slides as an assignment for EdTech 501 at Boise State University. These slides examine the steps in technology use planning.

1. TECHNOLOGY
USE
PLANNING
© 2010 STEVEN ALBRECHT

2. Rationale: Why Develop a
Plan?
1. The Connecticut Department of Education (2008) ―believes that every student must
develop strong technological skills and continually use them in order to function
adequately in our 21st century world.‖ The state, therefore, requires each school
district prepare a three-year technology use plan that communicates a vision as well as
goals and objectives needed to achieve that vision.
2. A good technology use plan is, in the words of Anderson (2002). a ―proactive . . .
catalyst‖ for change that maps a course toward achieving a shared vision—that of
engaging all students in 21st-century learning.
 Our plan will address the needs of:
 Students
 Teachers
 Administrators
 Community members and local businesses
 Our Infrastructure
 Staff development
 Maintenance/support
 Fiscal planning

3. Planning Team:
Who Should be Involved?
According to the state department of education, ―High-quality
comprehensive, educational technology plans must be collaborative
and include ideas and suggestions from all members of the
educational community. These stakeholders may include: faculty, staff,
parents, students, and others. The planning process must be a shared
activity that not only involves schools and school districts, but also the
community-at-large‖ (2008).
Our Team will include:
 Teachers and administrators from each of the district’s schools
 Support staff
 A library-media specialist
 Representatives of the community
 Local business partners
 Curriculum coordinator
 Technology experts
 Technology Coordinator
 IT Technician

4. Process
Conduct Write a vision
Form Committee
Research statement
Conduct a needs
Write goals and Develop a plan
assessment
objectives for evaluation
survey
Review, revise, Implement and
and finalize Evaluate

5. Vision Statement
 A good vision statement provides a foundation
for the plan.
 When writing a vision statement, the
committee should consider
 the needs and desires of stakeholders
 the skills and knowledge students need as they
enter the workforce of the future
 the standards set by professional organizations
such as ISTE or P21

6. Vision Statement
―Westbrook Public Schools continue to provide all
students with a high quality education, preparing our
students to contribute to society utilizing 21st century
technology skills. Technological competency facilitates
students’ lifelong learning and their ability to
communicate as effective and informed citizens.
Equitable access to technology helps to ensure that all
students are able to be educated, challenged, and
inspired to achieve their potential. Through technology
our students use critical thinking skills to explore diverse
perspectives, solve authentic problems, and generate
innovation ideas. Staff are provided with the resources
and professional development necessary to deliver a
working and learning environment rich with integrated
technology.‖

7. Plan Goals/Objectives
 According to John See (2002), ―Effective technology plans focus on
applications, not technology. In other words, make your technology plan
output based, not input based. Develop a plan that specifies what you want
your students, staff, and administration to be able to do with technology and
let those outcomes determine the types and amount of technology you will
need.‖
 The technology use plan will articulate the district’s goals and the
measureable objectives necessary to achieve them.
 Goals should focus on the application of technology to facilitate the district’s
work.
 Goals will center on the following topics:
 Curriculum integration
 State and National Standards
 Accessibility
 Staff development
 Maintenance/Support
 Conducting business and connecting to our community

8. Goals and Objectives:
 Goal: Technology standards will be integrated
across the curriculum
 Objective 1: By 2011, we will develop a curriculum
template that addresses the Partnership for 21st
Century Skills Framework.
 Objective 2: By 2013, we will integrate clearly
articulated 21st-century skills across curricula for
grades 9 –12 as directed by the 2011 NEASC
Accreditation Standards.

9. Goals and Objectives
Goal: All teachers will use technology to facilitate
data collection and analysis.
 Objective 1: By 2011, 70% of teachers will use
Google Docs Forms to create and administer
quizzes and tests.
 Objective 2: By 2012, 75% of teachers will use
class polling devices (clickers) to conduct weekly
formative assessments and collect student
performance data.

10. Goals and Objectives
Goal: All students and teachers will have
adequate access to technology needed for
21st century teaching, learning, and assessing.
 Objective 1: A SMART Board will be installed in
every classroom by 2012.
 Objective 2: One laptop cart will be purchased for
every four classrooms, K-8, by 2013.
 Objective 3: Install eight computers with wireless
Internet acccess in each K-8 classroom by 2013.

11. Goals and Objectives
Additional goals might center on:
 Incentivizing teachers to learn and use new
technologies
 Providing timely and effective support for users
 Training for faculty and staff
 Maintenance and support
 Budgeting

12. Needs Assessment
 In order to understand the needs and technological
proficiency of our stakeholders, the committee must
develop a needs assessment survey.
 This needs assessment survey for faculty can serve
as a starting point.
 The results will allow us to understand
 how resources are allocated
 how and why technology is being used
 where teachers need training
 what standards inform instruction
 what obstacles interfere with successful technology
integration
 what unmet technology needs teachers hold

13. Staff Development Models
Turnley (ND), McKenzie (2001), and Cradler (2002).
One-on-One Informal
Open Lab
Mentoring Groups
Professional
Online Growth
Workshops
Training Plans (PGP)
Outsourcing

14. Staff Development
1. Include a requirement for technology
integration in professional growth plans.
2. Provide incentives for expert users to train
and advise other staff.
3. Hire a technology coordinator technology
integrationist to mentor users.
4. Identify online training resources, such as
those available through ISTE, and provide
access for users.

15. Evaluation/Research
 Before finalizing the plan, we must develop a
means for evaluating implementation.
 Annual needs assessment survey
 Classroom observations
 Workshop evaluations
 Interviews with faculty, students, staff, and
parents
 Professional Growth Plans and their evaluation
 Demonstration portfolios/exhibitions
 Student assessment data

16. Timeline
2010-2011
 September: Form committee and begin readings and visits
 October: Write vision statement. Develop and administer needs assessment
surveys.
 November: Complete analysis of needs assessment data and begin writing goals
and objectives
 December: Continue writing goals and objectives
 February: Complete staff development section. Review, revise, and finalize.
 March: Submit to RESC for review.
 June: File with Connecticut State Department of Education
2011-2012: Year 1
 Implement and begin evaluation
2012-2013: Year 2
 Continue Implementation and evaluation
2013-2014: Year 3
 Implementation completed. Evaluate and begin planning to write a new technology
use plan.

17. Resources
Anderson, Larry, et al. “Guidebook for Developing an Effective Instructional Technology Plan.” NCTP. Revised 2002.
Connecticut State Department of Education, “Educational Technology Plan Template.” Aug 2008.
Cradler, John, et al. “Research Implications for Preparing Teachers to Use Technology.” Learning and Leading with Technology.
September 2002.
McKenzie, Jamie. “How Teachers Learn Technology Best.” From Now On. Vol 10, No 6. March 2001.
See, John. “Developing Effective Technology Plans.” NCTP 2002.
Turnley, Melinda, “Potential Models for Teacher Technology Training,” (ND).