technology plan evaluation

Visionary Leadership in Instructional Technology

Technology Plan Evaluation

By Andrew Elrod, Rhonda Elton, Steven Hill, and Chasity Howard

2/16/2015


Annotated Bibliography

Education World: The Vision of the National Educational Technology Plan An Interview with

OET Director Susan Patrick. (n.d.). Retrieved from

http://www.educationworld.com/a_tech/tech/tech212.shtml

In 2005, the U.S. Department of Education released the National Educational Technology

Plan. This report assessed both the current state of technology in U.S. schools and

provided solid recommendations for progress. Education World interviewed Susan

Patrick, director of the DOE's Office of Educational Technology and a primary designer

of the report, to share her opinions about the strength of the NETP.

Guide Book for Developing an Effective Instructional Technology Plan

Retrieved from http://www.nctp.com/downloads/guidebook.pdf

The Guidebook for Developing an Effective Instructional Technology Plan was created

by graduate students enrolled in Seminar in Planning for Instructional Technology at

Mississippi State University. The guidebook was developed in response to needs voiced

by educators around the world. Graduate students maintained rigorous contact with

technology planners in a wide variety of locations and institutions.

National Education Technology Plan: Retrieved from http://tech.ed.gov

In an effort to transform American education, the National Education Technology plan

(NETP) provides a model of learning that is centered on technology. With technology at

the core of every aspect of our daily lives, the plan asks for engaging and empowering

technology enriched curriculum for all learners. The model focuses on goals and

recommendations in five areas: learning, assessment, teaching, infrastructure and

productivity.

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Nguyen, F., & Frazee, J. P. (2009). Strategic technology planning in higher education.

Performance Improvement. doi:10.1002/pfi.20093

Often, universities struggle to plan for future needs and growth. As student populations

change and as technologies change, it is a struggle to support the needs. This article gives

a detailed description of the process that organizations can use to design a strategic plan

for technology that addresses the short and long term needs. The article reviews a case

study of how this process was used to design a technology plan at San Diego State

University.

Norton, S. K. (2013). Technology Planning: Designing the directions to get there.

Knowledge Quest, 42(1), 64-69.

This article presents information on the guidelines of the American Association of School

Librarians (AASL) in the United States. The AASL emphasizes on making technology

plans that reflect higher levels of technology integration. The article gives components

and key questions to consider in developing a technology plan. The components include

goals and strategies, professional development, budget, assessment and evaluation, and

influence for leadership. The information provided in this article gives excellent insight

on how each one of this factors contribute to the technology plan and how schools need

to implement best practices in each area.

Porter, B. (2003). Technology Planning: Strategies for Stoking the Catalysts of Change

Learning & Leading with Technology, 30(6), 1-13.

This article created by the International Society for Technology in Education discusses

three planning phases in technology education. Each phase has different characteristics of

technology planning and assessment. A checklist is included to determine which phase a

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school is currently in. Each phase includes a purpose(s) and scope of planning process,

the membership of the planning committee, implementation goals, the learning uses

supported by technology, changing expectations, staff development approaches, and

evaluation/accountability needs. This article can help schools and our group evaluate

what phase the school is in that we are currently investigating.

Resources for Technology Planning and Evaluation. (n.d.). Retrieved from http://www.sun-

associates.com/resources/evalpln.html

Many resources useful for technology planning are also useful for evaluating technology

implementation efforts. There are two primary reasons for this. First, evaluation should

be rooted in an examination of your plan's vision and goals for technology. In essence,

you want to evaluate your progress in meeting those goals. In this way, planning tools

which assist you in creating good goals will also help you evaluate. Second, is that the

biggest challenge faced by districts setting out to create evaluations is that they have no

adequate plan upon which to base their evaluation. Thus, evaluation efforts often revert to

efforts to update (i.e., re-write) the district plan.

Revenaugh, M. (n.d.). 10 tips for School Technology Planning. Scholastic.com. (n.d.). Retrieved

from http://www.scholastic.com/browse/article.jsp?id=52

This resource provides ten powerful tips to consider when constructing a school

technology plan. Some tips included consist of: keep first things first, sell on strategy

and spend on tactics, think open, get smart about data, share the risk, and learn from a

kid. Knowing that schools are to plan ahead and provide the best possible technology

plan for their system and school while balancing budgets, developing infrastructure, and

professional development opportunities can sometimes become overwhelming. These tips

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http://www.sun-associates.com/resources/evalpln.html

http://www.sun-associates.com/resources/evalpln.html


provide excellent information on creating an overall plan that is safe, user friendly, and

engaging for administrators, teachers, and students. These tips allow us to view a

technology plan in simple concrete terms to analyze the technology plan.

Technology for Personalizing Learning the 2012-2015 Vermont Educational Technology Plan

Retrieved from http://education.vermont.gov/documents/EDU-

Ed_Tech_2012_2015_Technology_Plan.pdf

This article gives five great examples of goals: Student Centered Learning, Leadership in

Student Centered Environment, Flexible Learning Environments and Pathways, Engaging

Community Partners, and Effective Local Technology Plan Evaluation. It also shows the

state plan and it is to be used to create local plans. Within the example of the local plan, it

gives real world examples of what teachers and schools are doing to achieve the goals. It

states who should be included on the technology planning committee.

Vanderlinde, R., & van Braak, J. (2013). Technology planning in schools: An integrated

research-based model. British Journal Of Educational Technology, 44(1), E14-E17.

doi:10.1111/j.1467-8535.2012.01321.x

In the light of integrating technology in schools it is important for schools to have clear

objectives to achieve a technology plan suitable to their system. This article provides an

integrated research-based model on technology planning in schools. The TPS model

contains a product and process perspective. Dimensions of this model include a content

dimension, interaction dimension, support dimension, and product dimension.

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http://education.vermont.gov/documents/EDU-Ed_Tech_2012_2015_Technology_Plan.pdf

http://education.vermont.gov/documents/EDU-Ed_Tech_2012_2015_Technology_Plan.pdf


Rubric for Evaluation of Technology Plan

Does Not Meet Meets Exceeds

Mission/Vision There is no indication of an articulated mission or vision in this technology plan.

The mission/vision focuses on the technology outcomes and avoids the learning outcome issues.

The mission/vision is all-inclusive dealing with learning outcomes, not just technology outcomes. The statement recognizes the learning process skills and values.

Goals and Objectives

General learning goals are not clear or are not present in this technology plan.

The goals are broad and inclusive but are not entirely clear. They are related to objectives, but are not measurable.

The goals are broad and inclusive, addressing teaching and learning needs. The goals are clear and measurable. The objectives are related to the goals and further information defines how they will be met.

Assessment ofTelecommunication

Services

No assessment of telecommunication services is included.

The plan provides some assessment of telecommunication services but in a general sense not specific to the effectiveness of the technology plan as a whole.

The plan includes a comprehensive assessment of telecommunication services including connectivity, upgrades, services, and electronically delivered learning resources.

Needs Assessment Needs Assessment is absent, incomplete or is

submitted late.

Technology has been assessed and analyzed,

but may not include summaries of

information from all elements in the

technology surveys. Submitted on time.

Assessment is comprehensive and contains detailed information from

hardware resources, technology needs assessment and Maturity Model

Benchmark surveys;

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identifies use by students and staff,

and training received and desired.

Submitted on time.

Technology and Learning Statement

Technology and Learning statement absent or provides

incomplete information on the current use or

future role of technology in the

school or district and how it will enhance

learning; or submitted late.

Provides overview of the current and future use of technology in

enhancing the teaching-learning process for students. Little detail

on how technology will be integrated into

learning and curriculum. Submitted

on time.

Provides clear and strong description of how technology is currently used in

learning environment and ways it will be

used to achieve instructional

outcomes; describes how technology will enhance curriculum

and teaching and learning strategies; is

tightly coupled to other reform efforts;

indicates what students will do environment;

submitted on time.

Professional Development

There is no indication of professional development being provided in the technology plan.

The professional development indicated in this technology plan is multi-year, needs based and on-going. There is allocation of resources needed to maintain and support the professional development.

There is indication that funding is provided for technology integration in this technology plan. There is an evaluation plan in place to monitor professional development in technology integration.

Budget No funding process is included.

Broad and general funding methods are included. These methods are limited to traditional resources.

The plan includes a specific funding process is included which describes in detail traditional and nontraditional

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resources. The funding describes how each aspect of the goals and objectives will be met.

Evaluation No evaluation instrument is included. There is no mention of progress monitoring, data collection/analyzation, or use of results.

An evaluation instrument is included that lacks details concerning progress monitoring, data collection/analyzation, or use of results.

The plan includes an evaluation instrument is included that clearly identifies progress monitoring of the goals and objectives, data collection and analyzation, and how results will be used for future planning.

Timeline No timeline for implementation is included.

A broad or non-sequential timeline is included in the plan.

The plan includes a clear and defined timeline which addresses the implementation of the goals and objectives.

Conclusions and Recommendations

Conclusions and recommendations are

missing or are not adequately justified

based on the information gathered in

planning process; or submitted late.

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

entirely clear. Submitted on time.

Clearly identifies the most important

needs and challenges confronting the

school or district and recommends the

projects and steps to be taken to achieve

the vision. Conclusions are

strong and relevant. Submitted on time.

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Evaluation of Bartow County School District’s Technology Plan

After reviewing the technology plan for Bartow County Schools, we evaluated the plan

using the rubric below. The plan can be retrieved from following the address:

http://www.bartow.k12.ga.us/files/_yLDAL_/

c641f947b06506233745a49013852ec4/Sytem_Technology_Plan.pdf

Does Not Meet Meets Exceeds

Mission/Vision There is no indication of an articulated mission or vision in this technology plan.

The mission/vision focuses on the technology outcomes and avoids the learning outcome issues.

The mission/vision is all-inclusive dealing with learning outcomes, not just technology outcomes. The statement recognizes the learning process skills and values.

Goals and Objectives

General learning goals are not clear or are not present in this technology plan.

The goals are broad and inclusive but are not entirely clear. They are related to objectives, but are not measurable.

The goals are broad and inclusive, addressing teaching and learning needs. The goals are clear and measurable. The objectives are related to the goals and further information defines how they will be met.

Assessment ofTelecommunication

Services

No assessment of telecommunication services is included.

The plan provides some assessment of telecommunication services but in a general sense not specific to the effectiveness of the technology plan as a whole.

The plan includes a comprehensive assessment of telecommunication services including connectivity, upgrades, services, and electronically delivered learning

8

http://www.bartow.k12.ga.us/files/_yLDAL_/c641f947b06506233745a49013852ec4/Sytem_Technology_Plan.pdf

http://www.bartow.k12.ga.us/files/_yLDAL_/c641f947b06506233745a49013852ec4/Sytem_Technology_Plan.pdf


resources.

Needs Assessment Needs Assessment is absent, incomplete or is

submitted late.

Technology has been assessed and analyzed,

but may not include summaries of

information from all elements in the

technology surveys. Submitted on time.

Assessment is comprehensive and contains detailed information from

hardware resources, technology needs assessment and Maturity Model

Benchmark surveys; identifies use by

students and staff, and training received

and desired. Submitted on time.

Technology and Learning Statement

Technology and Learning statement absent or provides

incomplete information on the current use or

future role of technology in the

school or district and how it will enhance

learning; or submitted late.

Provides overview of the current and future use of technology in

enhancing the teaching-learning process for students. Little detail

on how technology will be integrated into

learning and curriculum. Submitted

on time.

Provides clear and strong description of how technology is currently used in

learning environment and ways it will be

used to achieve instructional

outcomes; describes how technology will enhance curriculum

and teaching and learning strategies; is

tightly coupled to other reform efforts;

indicates what students will do environment;

submitted on time.

Professional Development

There is no indication of professional development being provided in the technology plan.

The professional development indicated in this technology plan is multi-year, needs based and on-going. There is allocation of resources needed to maintain and support the professional

There is indication that funding is provided for technology integration in this technology plan. There is an evaluation plan in place to monitor

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development. professional development in technology integration.

Budget No funding process is included.

Broad and general funding methods are included. These methods are limited to traditional resources.

The plan includes a specific funding process which describes in detail traditional and nontraditional resources. The funding describes how each aspect of the goals and objectives will be met.

Evaluation No evaluation instrument is included. There is no mention of progress monitoring, data collection/analyzation, or use of results.

An evaluation instrument is included that lacks details concerning progress monitoring, data collection/analyzation, or use of results.

The plan includes an evaluation instrument that clearly identifies progress monitoring of the goals and objectives, data collection and analyzation, and how results will be used for future planning.

Timeline No timeline for implementation is included.

A broad or non-sequential timeline is included in the plan.

The plan includes a clear and defined timeline which addresses the implementation of the goals and objectives.

Conclusions and Recommendations

Conclusions and recommendations are

missing or are not adequately justified

based on the information gathered in

planning process; or submitted late.

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

entirely clear. Submitted on time.

Clearly identifies the most important

needs and challenges confronting the

school or district and recommends the

projects and steps to be taken to achieve

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the vision. Conclusions are

strong and relevant. Submitted on time.

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Recommendations

Mission/Vision: The mission and vision needs to include learning outcomes.

Needs Assessment: The Needs Assessment should include a comprehensive, detailed information plan concerning hardware resources, a technology needs assessment, and Maturity Model Benchmark surveys. It should also identify use of technology by students and staff, as well as any training that is received or desired.

Budget: The plan needs to include specific funding processes which describe in detail traditional and nontraditional resources. The budget should also describe in detail how each aspect of the goals and objectives will be met.

Evaluation: The plan should include an evaluation instrument that clearly identifies progress monitoring of the goals and objectives, data collection and analyzation, and how results will be used for future planning.

Conclusions and Recommendations: The conclusions and recommendations need to clearly identify the most important needs and challenges confronting the school or district and should recommend what projects and steps should be taken to achieve the vision.

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technology plan evaluation

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