Reading Response 1: Future Ready Schools: Building Technology Infrastructure for Learning
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Technology has been becoming a major aspect in education and everyday life. Technology allows people to discover new resources and connect with people all over the world. Now it is even more crucial to include technology in education because it enables them to become independent learners and allows them survive in a world that is globally connected. Technology also allows learning to become more personalized, making the overall learning more meaningful.
To get high-speed Internet to schools, I would suggest choosing the second methodology mentioned in the reading “Future Ready Schools: Building Technology Infrastructure for Learning”, which is “Schools Connect Through District to Commercial ISP” (US Department of Education, page 26). I would choose this option because it is more cost-effective and hardware and services are able to be assembled at the district level. This path also benefits both large and small schools. Large schools are able to share the cost and small schools are able to take advantage of the cheaper rate that is offered. One scenario where this approach would not be the best choice would be if the high speed WAN that connects the district and its schools has not been constructed yet, as well as, the local REN offers a more cost-effective option for connectivity. If this occurs, I would choose an alternate approach. This approach would be Path 3 from the reading, which is “Schools Connect Directly to Commercial ISP” (US Department of Education, page 28). I would choose this path because Districts do not have to worry about maintaining the district network because the ISP connects to the school directly. However, the cost to connect a school to an ISP network can be high.
If my school had access to high-speed Internet, the three biggest challenges would be if the wireless access got interfered, having unauthorized personnel trying to gain access, and viruses. My school has wireless access, which allows for more mobility and flexibility with integrating technology. With wireless access, the students and teachers are able to use laptops, tablets, ipads, etc. One challenge this school has is that the wireless access goes down often. This may be due to electrical interferences, radio frequencies, and the building design (Many areas in the building are still the original designs from 1928). For a wireless access, it is important to place the routers in areas that will not get interfered. Another problem is that this school’s system was not originally created to support the rapid amounts of devices being used everyday. In order to prevent the internet access from completely going down, it is important to construct internal wiring which will distribute Internet access to all areas of the building.
Another challenge that my school faces is having unauthorized users try to gain access to the Internet. In order to prevent this problem from occurring, I suggest that the school have students and school staff use their school username and password to log into the wireless Internet and have non-students and non-staff members log into a “guest” wifi which gives them limited access to the network. By doing this, it should lessen the amount of unauthorized users trying to gain access.
A third challenge that is faced almost anywhere is the problem of viruses. A way to prevent viruses is by creating a limit on what sites students can visit so that there is minimal chance of a student downloading a virus. Another way to prevent viruses is by having a virus and malware scanning and removal software.
If I were given a directive to standardize devices across my district, I would choose to have Tablets and Chromebooks. Tablets are usually lightweight and have a longer battery life. Tablets also make online resources more accessible and make it easier to read and interact with text. For example, there are programs and apps that allow the user the ability to highlight and post-it mark the text while reading it. Tablets are also the cheaper alternative to laptops. However, unlike laptops, Tablets do not have built-in keyboards, which may create some challenges for when students have writing assignments. Also, not all resource providers have made their products mobile device-friendly, which can affect its functionality. This is why I also chose to have Chromebooks. Unlike other laptops, Chromebooks run on Google’s Chrome OS and they rely heavily on Google’s suite of applications. Chromebooks also have built-in keyboards, which the tablets do not have. Chromebooks also have larger displays and are compatible with a variety of educational resources. One downside to a Chromebook is that its battery life does not last as long as a Tablet’s battery life. Also, Chromebooks are bigger in size than that of a Tablet. With these two options, students have the ability to choose which device they want to use based on level of comfort and accessibility.
I would choose to have a 1-on-1 initiative because with this choice, all students are ensured to have a device. There may be students whose families do not have the funds to buy a device, so it is important to make sure that all students have the same opportunity at learning. With a 1-on-1 initiative, content delivery is differentiated and learning can be influenced by student research and project-based learning. Assignments can also be differentiated and individualized. Also, with a 1-on-1 initiative, all of the devices will have the same programs downloaded with the same software. The biggest challenge to a 1-on-1 initiative is that it may be expensive. Also, keeping track of all the devices can become a hassle, so it is important to develop a system to keeping track of inventory. It is important to ensure that the network is able to support the rapid growth of the amount of devices being used. Overall, I believe that the 1-on-1 initiative is the more effective choice to implement in my district.
Although I believe that all five sections are important, I chose “Student Privacy Requirements” as my top choice. I believe that keeping student data private is extremely important for all districts. Districts are obligated to ensure that all student data is safe and tell students and parents what kind of data is being collected and how the data will be used. My second most important choice is “Responsible Use and Digital Citizenship”. Before the school year starts, students and parents should be given the guidelines on responsible device use and the consequences of misusing the Internet. It is also important to tell parents the proper way to use the Internet so that they can help show their student(s) the responsible way to use the Internet. Along with students, parents should also be educated on digital citizenship and how to manage devices. The third option I chose was “Safeguarding Against Inappropriate Content”. In the second choice, students are shown the responsible way to use the Internet. Therefore, it is important to enable tools, that filter content to make sure that students are using the Internet responsibly. It is also important for schools to find the balance on what content to filter and not to filter because schools should make sure that they are not limiting access to educational resources. I believe that choices 4, “Device Management” and 5, “Policies for Lost and Damaged Devices” go hand-in-hand. It is important to create a system to manage devices so that there is a decrease in lost or damaged devices. Devices should also be up-to-date and have a tool that disables the device in the event that it is stolen or lost. Districts should communicate the consequences of stealing devices so that students and staff will be less likely to steal a device. Districts should also implement and enforce policies that will have students be more responsible for their devices. Districts should create plans for the event that a device is either damaged or stolen. The most important way to be proactive about this is by establishing an insurance policy and making sure that there is enough inventory to cover the loss of a device while that one is either being fixed or replaced.
I believe that section 2, “Getting High-Speed Internet to Schools”, is the most important to a school’s success because in order to get the Internet throughout schools and getting devices to students, a school needs to have the access to the Internet. Also, in order for students to learn how to properly use the Internet to be established first. With Internet access, many doors open to help create personalize learning and increase engagement and creativity. With the access to high-speed Internet, schools will be able to support students and provide the opportunity to become empowered learners and thrive in this digital world.
To get high-speed Internet to schools, I would suggest choosing the second methodology mentioned in the reading “Future Ready Schools: Building Technology Infrastructure for Learning”, which is “Schools Connect Through District to Commercial ISP” (US Department of Education, page 26). I would choose this option because it is more cost-effective and hardware and services are able to be assembled at the district level. This path also benefits both large and small schools. Large schools are able to share the cost and small schools are able to take advantage of the cheaper rate that is offered. One scenario where this approach would not be the best choice would be if the high speed WAN that connects the district and its schools has not been constructed yet, as well as, the local REN offers a more cost-effective option for connectivity. If this occurs, I would choose an alternate approach. This approach would be Path 3 from the reading, which is “Schools Connect Directly to Commercial ISP” (US Department of Education, page 28). I would choose this path because Districts do not have to worry about maintaining the district network because the ISP connects to the school directly. However, the cost to connect a school to an ISP network can be high.
If my school had access to high-speed Internet, the three biggest challenges would be if the wireless access got interfered, having unauthorized personnel trying to gain access, and viruses. My school has wireless access, which allows for more mobility and flexibility with integrating technology. With wireless access, the students and teachers are able to use laptops, tablets, ipads, etc. One challenge this school has is that the wireless access goes down often. This may be due to electrical interferences, radio frequencies, and the building design (Many areas in the building are still the original designs from 1928). For a wireless access, it is important to place the routers in areas that will not get interfered. Another problem is that this school’s system was not originally created to support the rapid amounts of devices being used everyday. In order to prevent the internet access from completely going down, it is important to construct internal wiring which will distribute Internet access to all areas of the building.
Another challenge that my school faces is having unauthorized users try to gain access to the Internet. In order to prevent this problem from occurring, I suggest that the school have students and school staff use their school username and password to log into the wireless Internet and have non-students and non-staff members log into a “guest” wifi which gives them limited access to the network. By doing this, it should lessen the amount of unauthorized users trying to gain access.
A third challenge that is faced almost anywhere is the problem of viruses. A way to prevent viruses is by creating a limit on what sites students can visit so that there is minimal chance of a student downloading a virus. Another way to prevent viruses is by having a virus and malware scanning and removal software.
If I were given a directive to standardize devices across my district, I would choose to have Tablets and Chromebooks. Tablets are usually lightweight and have a longer battery life. Tablets also make online resources more accessible and make it easier to read and interact with text. For example, there are programs and apps that allow the user the ability to highlight and post-it mark the text while reading it. Tablets are also the cheaper alternative to laptops. However, unlike laptops, Tablets do not have built-in keyboards, which may create some challenges for when students have writing assignments. Also, not all resource providers have made their products mobile device-friendly, which can affect its functionality. This is why I also chose to have Chromebooks. Unlike other laptops, Chromebooks run on Google’s Chrome OS and they rely heavily on Google’s suite of applications. Chromebooks also have built-in keyboards, which the tablets do not have. Chromebooks also have larger displays and are compatible with a variety of educational resources. One downside to a Chromebook is that its battery life does not last as long as a Tablet’s battery life. Also, Chromebooks are bigger in size than that of a Tablet. With these two options, students have the ability to choose which device they want to use based on level of comfort and accessibility.
I would choose to have a 1-on-1 initiative because with this choice, all students are ensured to have a device. There may be students whose families do not have the funds to buy a device, so it is important to make sure that all students have the same opportunity at learning. With a 1-on-1 initiative, content delivery is differentiated and learning can be influenced by student research and project-based learning. Assignments can also be differentiated and individualized. Also, with a 1-on-1 initiative, all of the devices will have the same programs downloaded with the same software. The biggest challenge to a 1-on-1 initiative is that it may be expensive. Also, keeping track of all the devices can become a hassle, so it is important to develop a system to keeping track of inventory. It is important to ensure that the network is able to support the rapid growth of the amount of devices being used. Overall, I believe that the 1-on-1 initiative is the more effective choice to implement in my district.
Although I believe that all five sections are important, I chose “Student Privacy Requirements” as my top choice. I believe that keeping student data private is extremely important for all districts. Districts are obligated to ensure that all student data is safe and tell students and parents what kind of data is being collected and how the data will be used. My second most important choice is “Responsible Use and Digital Citizenship”. Before the school year starts, students and parents should be given the guidelines on responsible device use and the consequences of misusing the Internet. It is also important to tell parents the proper way to use the Internet so that they can help show their student(s) the responsible way to use the Internet. Along with students, parents should also be educated on digital citizenship and how to manage devices. The third option I chose was “Safeguarding Against Inappropriate Content”. In the second choice, students are shown the responsible way to use the Internet. Therefore, it is important to enable tools, that filter content to make sure that students are using the Internet responsibly. It is also important for schools to find the balance on what content to filter and not to filter because schools should make sure that they are not limiting access to educational resources. I believe that choices 4, “Device Management” and 5, “Policies for Lost and Damaged Devices” go hand-in-hand. It is important to create a system to manage devices so that there is a decrease in lost or damaged devices. Devices should also be up-to-date and have a tool that disables the device in the event that it is stolen or lost. Districts should communicate the consequences of stealing devices so that students and staff will be less likely to steal a device. Districts should also implement and enforce policies that will have students be more responsible for their devices. Districts should create plans for the event that a device is either damaged or stolen. The most important way to be proactive about this is by establishing an insurance policy and making sure that there is enough inventory to cover the loss of a device while that one is either being fixed or replaced.
I believe that section 2, “Getting High-Speed Internet to Schools”, is the most important to a school’s success because in order to get the Internet throughout schools and getting devices to students, a school needs to have the access to the Internet. Also, in order for students to learn how to properly use the Internet to be established first. With Internet access, many doors open to help create personalize learning and increase engagement and creativity. With the access to high-speed Internet, schools will be able to support students and provide the opportunity to become empowered learners and thrive in this digital world.
Reading Response 2: Technology Plans
Part I: Technology Plan Analysis
The technology plan I have found belongs to the school I currently work in. The technology plan is for the 2016-2018 academic years. According to the plan, its mission is to “promote intellectual engagement and an appreciation of learning” (2016-2018 District Technology Plan, Slide 3). This district believes that technology use needs to be grounded in teaching plan assures that the school provides opportunities for students to develop technological literacy, express understanding through the use of technology and media, participate in a global classroom, engage in communication beyond classroom walls and become independent learners.
According to the rubric, a technology plan should include 15 elements, including Contributors and Stakeholders, Vision Statement, Mission Statement, Goals, Objectives Needs Assessment, General Issues, Conclusions, Acceptable Use Policy, Technology and Learning Statement and Standards, Staff Development, Technical Support, Budget and Timelines, and Clarity of Writing. After looking at the plan, I believe that it exceeds the Identifies Contributors and Stakeholder Groups criterion. This plan states exactly how it will affect students and staff. It also states the roles of the stakeholders and their responsibilities for implementing the technology plan. This plan also lists the responsibilities of the constituents and how they will contribute to the plan’s success.
According to the technology plan, it “envisions an environment that provides equitable access and security, while supporting a range of learning experiences which prepare students to be lifelong learners” (2016-2018 District Technology Plan, Slide 4). I believe that the vision statement meets the Vision Statement criterion. It provides the description of how the technology will be used and improve learning. However, the instructional outcomes aren’t fully addressed. It also only states the benefits they hope the students will receive from the use of technology. I also believe the mission statement meets the criteria for Mission Statement. In the technology plan, it states the district’s mission in regards to technology use. It state instructional outcomes and what the district wants to do but does not provide information that indicates why the district created this plan.
Goals are extremely important to have when creating any kind of plan. With goals, it drives everyone to push for success and to make sure that the implementation of the plan goes smoothly. The goals of this district’s technology plan exceeds the criterion for Goals. The goal state how the vision will become a reality. The vision predicts that students will be able to use technology to solve real-life problems. It also predicts that students will become informed citizens and understand the social and ethical issues regarding technology. The goals created to help make this vision a reality are
“1. Provide effective technology training and support for staff.
2. Provide excellent hardware and software for instruction, content creation, collaboration, learning management.
3. Provide a safe, consistent, and stable online learning environment for activities online.
4. Provide collaborative opportunities for staff and students to share ideas and creations.
5.Ensure that all students must meet grade level Technology Literacy Standards.
6.Ensure that all teachers will integrate technology in learning and assessment.
7.Ensure that all instructional spaces are equipped with projection capabilities and the technology infrastructure necessary to support a 1:1 computing environment.
8. Provide for the development and use of cloud-based applications (Google Apps for Education)” (2016-2018 District Technology Plan, Slide 5). I believe that these goals address both teaching and learning needs as well as state who and what will be affected. This plan includes a timeline and investment plan that displays how much this plan will cost and when goals should be completed.
After looking at the goals and objectives, I feel that the plan’s objectives exceed the criterion for Objectives. For each academic year, there is a list of expected objectives and the outcomes to ensure that the technology plan is properly implemented. The objectives are clear and are driven by the goals. I also believe the objectives are achievable. I also like that the objectives are created in a linear and gradual pattern. The outcomes also relate to the objectives and goals. I believe that the conclusions and recommendations for this plan fall between ‘Exceeds’ and ‘Meets’ the needs of the criteria. The conclusion states the most important projects that need to be addressed and the steps needed to achieve those projects. However, they do not address nor mention challenges that the district has confronted.
In regards to staff development, I believe that this category exceeds the criterion for this aspect. The staff development for this plan includes the topics, audience, delivery method, and expected outcomes for the teachers and administrators. The topics cover materials that need teachers and administrators need to be competent in including, Google Apps for Education, Technology tools for Formative Assessment, eSchool and the Grading Portal, The Flipped Classroom Model, and Web Tools for Research and Inquiry. Each topic will be delivered in through a 1-to-1 coaching method. Through the year, teachers and administrators will participate in school year workshops, summer workshops, and online learning sessions. Each topic is also grade specific so that teachers are given the necessary training based on the needs of their students. Each topic also includes a specific outcome to ensure that teachers and administrators are getting the most out of their workshops and are properly incorporating technology into the classroom. Throughout the plan, technical support is explained as to how it will be used and why it is needed.
The Timeline and Budget plan exceeds the criterion needed for its category. The Instructional Technology Plan Implementation (found on Slide 9) lists the major tech projects along with which academic year these projects should be completed. Each academic year includes a list of projects that will help better the technology plan as well as ensure that the district technology plan is proving successful. The budget for this plan can be found on Slide 8 and it lists a detailed summary of capital expenses. The budget includes the anticipated item or server, estimated cost, type of cost, and the potential funding source. Overall, the projects, timelines, and budget is realistic, achievable, and is consistent with the goals creating by the vision statement.
The clarity of writing for this technology plan exceeds the criteria needed for this category on the rubric. There are no misspellings, grammar, or punctuation mistakes. The writing is also clear and created in an organized manner.
The aspects of this rubric that are not included in the technology plan are Needs Assessment, General Issues, Acceptable Policy Use, and Technology Standards, Requirements, and Models for Technology and Learning.There is no specific Technology and Learning Statement but the plan does include how technology will be used to enhance learning experiences. Overall, as an Executive Summary, I would say that this technology plan provides adequate and accurate information needed for a standard technology plan, however it is missing necessary components needed for a technology plan.
The biggest positives about the existing plan is that is states clear and achievable goals for integrating technology into the district. It also clearly states how the technology will affect the students’ learning experiences and how it will help them outside of the classroom. This plan also includes objectives that align with the goals and help the district ensure that the plan will produce positive outcomes. I also believe that the staff development will help teachers and administrators better understand their role in the implementation of this plan and how they can better enhance their students’ learning. Another positive is that the timeline and budget is reasonable and will help ensure that this plan stays on track. Some negatives about the existing plan is that it is missing key components that can help with the execution of this plan. For example, it does not indicate the specific needs that this school needs regarding technology. It does, however explain what kind of technology the school needs but as a viewer, it would have helped to have had a references as to why those specific technologies are needed. I also did not find a Technology and Learning statement or standards. I feel that these two components are crucial for a technology plan and it explains how technology is currently used and how it will be used in the future. It also identifies the requirements needed of technology to enhance learning and the kind of learning environments necessary for students to thrive in. Overall, I feel that the district has the potential to accomplish the goals created but I would recommend adding the missing components to the next plan so that there is a clear explanation for everything needed to execute the plan.
Part II: The Times They are A-Changing (or maybe not)
In his article, Developing Effective Technology Plans, John See discusses the how to make technology plans effective and its positive outcomes. Even though this article was written in 1992, there are still aspects that are applicable to current technology plans. The first aspect that is still applicable is that it is hard to create a long-term plan because technology is constantly changing. If a school decides to create a long-term plan, there may be times throughout the year where a certain device has been updated and it is important for schools to have the most updated versions of technology. If schools do not prepare for this situation, they may have to go back to the drawing boards and re-structure the plan. I also agree that technology plans should place an emphasis on the why and as well as the what. Although it is important to have the newest versions of technology, it is even more important to include why that technology is needed because there is a demand for technology to help students gain a better learning experience. Another aspect that is still applicable today is that technology plans stress the integration of technology. It is important for teachers to understand how technology can better enhance their lessons and can help students gain a better understanding of the material. There are applications that apply to every subject so it is possible to integrate technology into almost every aspect of education. Even today, it is still important to conduct staff development that caters towards helping teachers and administrators understand how they can use technology in their curriculum. I agree with the fact that staff members should help in the development of a technology plan. When administrators are creating the plans, it is important to include department chairs that are in the classroom and will be able to share opinions and facts on which technology is actually needed. Having a vision is crucial to the implementation of a technology plan. If there is no vision, then it is impossible to create goals because how will schools know which goals you need. Schools should decide what they want their district to look like and how they want technology to play a role in that vision. This will make the planning process much more clear and manageable. One last aspect that is still applicable today is the attributes needed to successfully integrate technology into classrooms. There should be a staff member who can solve any technological issues and teachers and students should have access to devices needed to better learning experiences. Staff development should constantly be occurring because technology is constantly changing so it is important for everyone to be updated on how they can use technology.
Although many of the aspects of creating a technology plan mentioned in this article are still applicable, there are some that may not be needed anymore. For example, in the section Effective technology plans define technology as more than computers, See discusses how televisions should be given more attention during the integration process. However, now, there are a lot more devices that should be given attention over a computer and television. Now, devices are being created that give students the opportunity to explore applications that will encourage independent research and global communication. Also, for staff development, many teachers already know or have an idea of what technology has been created. I believe that now it is unnecessary to fully explain how computers work. It is possible to go over how certain devices work but it is more important to know how these devices can be used in the classroom and how students can use it to create positive outcomes in their classroom and their work. Finally, See also mentioned that schools should find a technology director or a staff member that is responsible for knowing how to use technology in classrooms and what is going on in the world, however, now many schools hire personnel for these positions and it have becoming a requirement for schools to have these positions filled. From this article, I learned that creating technology plans has been extremely important even when the technology was not as advanced as it is today. Although some aspects have changed, it is still amazing how the core ways to create an technology plan were effective 20 years ago and will still be effective 20 years into the future.
The technology plan I have found belongs to the school I currently work in. The technology plan is for the 2016-2018 academic years. According to the plan, its mission is to “promote intellectual engagement and an appreciation of learning” (2016-2018 District Technology Plan, Slide 3). This district believes that technology use needs to be grounded in teaching plan assures that the school provides opportunities for students to develop technological literacy, express understanding through the use of technology and media, participate in a global classroom, engage in communication beyond classroom walls and become independent learners.
According to the rubric, a technology plan should include 15 elements, including Contributors and Stakeholders, Vision Statement, Mission Statement, Goals, Objectives Needs Assessment, General Issues, Conclusions, Acceptable Use Policy, Technology and Learning Statement and Standards, Staff Development, Technical Support, Budget and Timelines, and Clarity of Writing. After looking at the plan, I believe that it exceeds the Identifies Contributors and Stakeholder Groups criterion. This plan states exactly how it will affect students and staff. It also states the roles of the stakeholders and their responsibilities for implementing the technology plan. This plan also lists the responsibilities of the constituents and how they will contribute to the plan’s success.
According to the technology plan, it “envisions an environment that provides equitable access and security, while supporting a range of learning experiences which prepare students to be lifelong learners” (2016-2018 District Technology Plan, Slide 4). I believe that the vision statement meets the Vision Statement criterion. It provides the description of how the technology will be used and improve learning. However, the instructional outcomes aren’t fully addressed. It also only states the benefits they hope the students will receive from the use of technology. I also believe the mission statement meets the criteria for Mission Statement. In the technology plan, it states the district’s mission in regards to technology use. It state instructional outcomes and what the district wants to do but does not provide information that indicates why the district created this plan.
Goals are extremely important to have when creating any kind of plan. With goals, it drives everyone to push for success and to make sure that the implementation of the plan goes smoothly. The goals of this district’s technology plan exceeds the criterion for Goals. The goal state how the vision will become a reality. The vision predicts that students will be able to use technology to solve real-life problems. It also predicts that students will become informed citizens and understand the social and ethical issues regarding technology. The goals created to help make this vision a reality are
“1. Provide effective technology training and support for staff.
2. Provide excellent hardware and software for instruction, content creation, collaboration, learning management.
3. Provide a safe, consistent, and stable online learning environment for activities online.
4. Provide collaborative opportunities for staff and students to share ideas and creations.
5.Ensure that all students must meet grade level Technology Literacy Standards.
6.Ensure that all teachers will integrate technology in learning and assessment.
7.Ensure that all instructional spaces are equipped with projection capabilities and the technology infrastructure necessary to support a 1:1 computing environment.
8. Provide for the development and use of cloud-based applications (Google Apps for Education)” (2016-2018 District Technology Plan, Slide 5). I believe that these goals address both teaching and learning needs as well as state who and what will be affected. This plan includes a timeline and investment plan that displays how much this plan will cost and when goals should be completed.
After looking at the goals and objectives, I feel that the plan’s objectives exceed the criterion for Objectives. For each academic year, there is a list of expected objectives and the outcomes to ensure that the technology plan is properly implemented. The objectives are clear and are driven by the goals. I also believe the objectives are achievable. I also like that the objectives are created in a linear and gradual pattern. The outcomes also relate to the objectives and goals. I believe that the conclusions and recommendations for this plan fall between ‘Exceeds’ and ‘Meets’ the needs of the criteria. The conclusion states the most important projects that need to be addressed and the steps needed to achieve those projects. However, they do not address nor mention challenges that the district has confronted.
In regards to staff development, I believe that this category exceeds the criterion for this aspect. The staff development for this plan includes the topics, audience, delivery method, and expected outcomes for the teachers and administrators. The topics cover materials that need teachers and administrators need to be competent in including, Google Apps for Education, Technology tools for Formative Assessment, eSchool and the Grading Portal, The Flipped Classroom Model, and Web Tools for Research and Inquiry. Each topic will be delivered in through a 1-to-1 coaching method. Through the year, teachers and administrators will participate in school year workshops, summer workshops, and online learning sessions. Each topic is also grade specific so that teachers are given the necessary training based on the needs of their students. Each topic also includes a specific outcome to ensure that teachers and administrators are getting the most out of their workshops and are properly incorporating technology into the classroom. Throughout the plan, technical support is explained as to how it will be used and why it is needed.
The Timeline and Budget plan exceeds the criterion needed for its category. The Instructional Technology Plan Implementation (found on Slide 9) lists the major tech projects along with which academic year these projects should be completed. Each academic year includes a list of projects that will help better the technology plan as well as ensure that the district technology plan is proving successful. The budget for this plan can be found on Slide 8 and it lists a detailed summary of capital expenses. The budget includes the anticipated item or server, estimated cost, type of cost, and the potential funding source. Overall, the projects, timelines, and budget is realistic, achievable, and is consistent with the goals creating by the vision statement.
The clarity of writing for this technology plan exceeds the criteria needed for this category on the rubric. There are no misspellings, grammar, or punctuation mistakes. The writing is also clear and created in an organized manner.
The aspects of this rubric that are not included in the technology plan are Needs Assessment, General Issues, Acceptable Policy Use, and Technology Standards, Requirements, and Models for Technology and Learning.There is no specific Technology and Learning Statement but the plan does include how technology will be used to enhance learning experiences. Overall, as an Executive Summary, I would say that this technology plan provides adequate and accurate information needed for a standard technology plan, however it is missing necessary components needed for a technology plan.
The biggest positives about the existing plan is that is states clear and achievable goals for integrating technology into the district. It also clearly states how the technology will affect the students’ learning experiences and how it will help them outside of the classroom. This plan also includes objectives that align with the goals and help the district ensure that the plan will produce positive outcomes. I also believe that the staff development will help teachers and administrators better understand their role in the implementation of this plan and how they can better enhance their students’ learning. Another positive is that the timeline and budget is reasonable and will help ensure that this plan stays on track. Some negatives about the existing plan is that it is missing key components that can help with the execution of this plan. For example, it does not indicate the specific needs that this school needs regarding technology. It does, however explain what kind of technology the school needs but as a viewer, it would have helped to have had a references as to why those specific technologies are needed. I also did not find a Technology and Learning statement or standards. I feel that these two components are crucial for a technology plan and it explains how technology is currently used and how it will be used in the future. It also identifies the requirements needed of technology to enhance learning and the kind of learning environments necessary for students to thrive in. Overall, I feel that the district has the potential to accomplish the goals created but I would recommend adding the missing components to the next plan so that there is a clear explanation for everything needed to execute the plan.
Part II: The Times They are A-Changing (or maybe not)
In his article, Developing Effective Technology Plans, John See discusses the how to make technology plans effective and its positive outcomes. Even though this article was written in 1992, there are still aspects that are applicable to current technology plans. The first aspect that is still applicable is that it is hard to create a long-term plan because technology is constantly changing. If a school decides to create a long-term plan, there may be times throughout the year where a certain device has been updated and it is important for schools to have the most updated versions of technology. If schools do not prepare for this situation, they may have to go back to the drawing boards and re-structure the plan. I also agree that technology plans should place an emphasis on the why and as well as the what. Although it is important to have the newest versions of technology, it is even more important to include why that technology is needed because there is a demand for technology to help students gain a better learning experience. Another aspect that is still applicable today is that technology plans stress the integration of technology. It is important for teachers to understand how technology can better enhance their lessons and can help students gain a better understanding of the material. There are applications that apply to every subject so it is possible to integrate technology into almost every aspect of education. Even today, it is still important to conduct staff development that caters towards helping teachers and administrators understand how they can use technology in their curriculum. I agree with the fact that staff members should help in the development of a technology plan. When administrators are creating the plans, it is important to include department chairs that are in the classroom and will be able to share opinions and facts on which technology is actually needed. Having a vision is crucial to the implementation of a technology plan. If there is no vision, then it is impossible to create goals because how will schools know which goals you need. Schools should decide what they want their district to look like and how they want technology to play a role in that vision. This will make the planning process much more clear and manageable. One last aspect that is still applicable today is the attributes needed to successfully integrate technology into classrooms. There should be a staff member who can solve any technological issues and teachers and students should have access to devices needed to better learning experiences. Staff development should constantly be occurring because technology is constantly changing so it is important for everyone to be updated on how they can use technology.
Although many of the aspects of creating a technology plan mentioned in this article are still applicable, there are some that may not be needed anymore. For example, in the section Effective technology plans define technology as more than computers, See discusses how televisions should be given more attention during the integration process. However, now, there are a lot more devices that should be given attention over a computer and television. Now, devices are being created that give students the opportunity to explore applications that will encourage independent research and global communication. Also, for staff development, many teachers already know or have an idea of what technology has been created. I believe that now it is unnecessary to fully explain how computers work. It is possible to go over how certain devices work but it is more important to know how these devices can be used in the classroom and how students can use it to create positive outcomes in their classroom and their work. Finally, See also mentioned that schools should find a technology director or a staff member that is responsible for knowing how to use technology in classrooms and what is going on in the world, however, now many schools hire personnel for these positions and it have becoming a requirement for schools to have these positions filled. From this article, I learned that creating technology plans has been extremely important even when the technology was not as advanced as it is today. Although some aspects have changed, it is still amazing how the core ways to create an technology plan were effective 20 years ago and will still be effective 20 years into the future.