technology plan evaluation-2

Technology Plan Evaluation By Andrew Elrod, Rhonda Elton, Steven Hill, and Chasity Howard

Technology Plan Evaluation

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

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

http://tech.ed.gov


curriculum for all learners. The model focuses on goals and recommendations in five areas:

learning, assessment, teaching, infrastructure and productivity.

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.

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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 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

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


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 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

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


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

interaction dimension, support dimension, and product dimension.

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.

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Assessment of Telecommunication

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; identifies use by

students and staff, and training received

and desired. Submitted on time.

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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.

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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 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.

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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

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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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 of Telecommunication

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.

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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.

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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 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.

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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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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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