Technology Planning

Ashley Miller, Brandi Salter, Aimee Vickers, Jennifer White

FRIT 7232 Visionary Leadership in Instructional Technology
February 11, 2015

Annotated List of Technology Plan Resources

1. Technology Planning: Designing the Direction to Get There
We chose this article because it provides the basics that should be included in writing a
technology plan such as goals and strategies, budget, and professional development. The
author includes some questions throughout the article that you could ask yourself as you
create the technology plan. The questions could assist if one is stuck on a topic, or even help
to enhance the plan. There are even helpful tips such as: Find the people who can help
connect the school communitys needs and wants to your knowledge about the school library
program (Knowledge Quest, p. 66).
Norton, S. K. (2013). Technology Planning: Designing the Direction to Get There.
Knowledge Quest, 42(1) 64-69.
2. Information Technology Plans
This article breaks down the different types of technology plans and the structure of
them. We chose to include this article as a source because we feel that it provides some
valuable information to consider when creating a technology plan. For instance, there is an
area of the article that provides recommended sections in which definitions of that section
are given, and helpful tips to write your own technology plan.
Dugan, R. E. (2002). Information Technology Plans. Journal of Academic Librarianship,
28(3), 152.
3. Six Step Process
On the Missouri Department of Elementary and Secondary Education website, the SixStep Process is provided to assist in the creation of a technology plan. It includes five
Technology Focus Areas (TFAs) each including areas of expertise that is supposed to insure
a comprehensive, workable plan. This could be a valuable source because it provides
elements and areas that should be considered in the technology plan/rubric.
Six-Step Process in Creating a Technology Plan. (n.d.). Retrieved February 5, 2015, from
http://dese.mo.gov/quality-schools/education-technology/six-step-process-creatingtechnology-plan
4. National Education Technology Plan
The United States Department of Educations Office of Educational Technology has
prepared the National Education Technology Plan (NETP). This plan provides goals and
recommendations for learning that incorporates technology. The plan focuses on the areas of
learning, assessment, teaching, infrastructure, and productivity. This national plan can give
us ideas of elements and areas that should be included in the technology plan rubric.
National Education Technology Plan. (n.d). Retrieved from http://tech.ed.gov/netp/

5. Instructional Technology
The Georgia Department of Education provides a technology plan rubric for school
systems to use when creating a technology plan. This rubric includes all of the elements that
are required for E-Rate funding. This rubric is a good starting point for the creation of a
technology plan. These elements will be essential as we create our technology plan rubric.
Instructional Technology. (n.d.). Retrieved from http://www.gadoe.org/TechnologyServices/Instructional-Technology/Pages/default.aspx
6. School Based ICT Policy Plans in Primary Education: Elements, Typologies and
Underlying Processes
This research article details a study that explores technology plans in 31 schools. The
study looks at various elements used to create technology plans as well as the actions needed
to implement the technology. The review of all of the technology plans allowed the
researchers to develop 3 leadership practices which were setting direction, developing
people, and developing organization. These leadership practices were then broken down into
subcategories. These subcategories can be beneficial in creating a rubric for technology
plans.
Vanderlinde, R., Dexter, S., & van Braak, J. (2012). School-based ICT policy plans in
primary education: Elements, typologies and underlying processes. British Journal Of
Educational Technology, 43(3), 505-519. doi:10.1111/j.1467-8535.2011.01191.x
7. USAC Step 1: Technology Planning
Universal Service Administrative Company provides the basic requirements of a
technology plan. They also specify the elements that must be included in a technology plan
in order for schools or libraries to be eligible for E-Rate funding. It is essential for these
elements to be included in the technology plan. Therefore, this resource will be beneficial in
creating a rubric for a technology plan.
USAC Step 1: Technology Planning. (n.d). Retrieved from
http://www.usac.org/sl/applicants/step01/
8. Critical Issues: Developing a School or District Technology Plan
The article, Critical Issues: Developing a School or District Technology Plan, was very
insightful. This article focused on how technology plans are set up and what schools and
districts need to know on how to create a successful technology plan. This article helped to
showcase important requirements which will help us when developing a rubric. This article
also gave experiences of schools that have successful technology plans and the steps they
take in order to keep a successful technology plan in place. This was important to our project
because it listed key elements that have proven to be effective in a technology plan.
Developing a School or District Technology Plan. (n.d.). Retrieved February 4, 2015, from
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te300.htm

9. Technology Planning Guide

The resource, Technology Planning Guide, has very helpful information that basically
guides you through making a technology plan. It is information that is based on New
Hampshire school districts. This resource has an outline that can be used to create or renew
technology plans and listed key elements and clear expectations. This article was helpful in
creating our project because it lists clear expectations of a successful technology plan and
also is useful in comparing to other states technology plans.
Office of Ed Tech. (n.d.). Retrieved February 4, 2015, from
http://www.nheon.org/oet/tpguide/
10. State Technology Plan: Enhancing Education through Technology
The resource, State Technology Plan: Enhancing Education through Technology was a
very useful resource. This is a state program that is called ED-Tech. This program strives to
improve student achievement through technology. This program also helps students learn
how to use technology that will help them after graduating high school. This resource was
very helpful to our project because it listed a technology plan for every state along with
successful experience of student success. This allowed us to compare and contrast different
technology plans and identify key concepts of a successful technology plan.
State Technology Plans - Enhancing Education through Technology (ED-Tech) State
Program. (n.d.). Retrieved February 4, 2015, from
http://www2.ed.gov/programs/edtech/techstateplan.html
11. What Drives Successful Technology Planning
The author of this article discusses eight success factors for schools implementing
technology into education. Although the article was written in 1996, the factors remain the
same today. Among the eight factors, Hoffman reveals the importance of administrative
support, professional development, and technology planning. He describes the need for
developing better assessment and evaluation methods that reflect the benefits of technology
use. Considering the eight factors in this article can help in developing a technology plan and
rubric.
Hoffman, B. (1996). What drives successful technology planning? Journal of Informational
Technology for Teacher Education, 5(1-2), 43-55. doi:10.1080/0962029960050106

Technology Plan Rubric

Rubric Components

Goals

Professional
Development

Assessment of
telecommunica
tions services,
hardware,
software, and
other services
needed.

Goals are clear and precise. Each

individual goal includes a strategy for
meeting each goal in a timely manner.
Goals are assessed on successful
progress towards achievement.
The plan includes all of the following
elements:
Professional development needs
are clearly defined
Funding sources of professional
development are defined
Professional development
supports all staff members
The outcome or desired skills to
be obtained are clearly defined
The professional developments
main goal is to improve student
success
An explanation of how
professional development needs
are determined
Equipment standards are specific and
detailed, and a description is given as to
how they will be integrated.
Specific support plans are listed. This
includes the process for specific support
issues, on-going equipment repair and
replacement, and staff development.
Specific software policy is listed with
the plans to accommodate software

Goals are somewhat clear and precise.

Some goals include a strategy for meeting
each goal. Goals are somewhat assessed
on progress towards achievement.

Goals are not clear and precise. Goals do

not include strategies for meeting each
goal. Goals are not assessed on progress
towards achievement.

The plan includes most of the following

elements:
Professional development needs
are clearly defined
Funding sources of professional
development are defined
Professional development
supports all staff members
The outcome or desired skills to
be obtained are clearly defined
The professional developments
main goal is to improve student
success
An explanation of how
professional development needs
are determined
Equipment standards are somewhat
specific and detailed, and a description is
somewhat given as to how they will be
integrated.
Specific support plans are somewhat
listed. This includes the process for
specific support issues, on-going
equipment repair and replacement, and
staff development.

The plan includes some of the following

elements:
Professional development needs
are clearly defined
Funding sources of professional
development are defined
Professional development
supports all staff members
The outcome or desired skills to
be obtained are clearly defined
The professional developments
main goal is to improve student
success
An explanation of how
professional development needs
are determined
Equipment standards are not specific and
detailed, and a description is not given as
to how they will be integrated.
Specific support plans are not listed. This
includes the process for specific support
issues, on-going equipment repair and
replacement, and staff development.
Specific software policy is not listed with
the plans to accommodate software needs

Score

needs within the district.

Copyright and acceptable use policies
are listed with samples available.

Accessibility of
technology
resources.
(Americans
with
Disabilities
Act)

Budget

Data sources are identified and cited to

determine current levels of access for
system members. This will include
access to computer hardware,
instructional software, and the Internet.
Data is used to determine the following:
Instructional uses of technology
to include digital and online
resources
Administrative uses of
technology to include digital
and online resources
Parent/community uses of
technology
The data is analyzed to determine the
gap between what levels of technology
access is needed to achieve the goals and
strategies and what is currently
available. The description should also
include trends across sub groups in the
school system.

A budget figure is provided for each

given strategy. A funding source or
projected funding source is given for
each strategy. A description of the type
and use of technology is given when a
purchase is listed.

Specific software policy is somewhat

listed with the plans to accommodate
software needs within the district.
Copyright and acceptable use policies are
somewhat listed with samples available.
Data sources are somewhat identified and
cited to determine current levels of access
for system members. This will include
access to computer hardware,
instructional software, and the Internet.
Data is somewhat used to determine the
following:
Instructional uses of technology
to include digital and online
resources
Administrative uses of
technology to include digital and
online resources
Parent/community uses of
technology
The data is somewhat analyzed to
determine the gap between what levels of
technology access is needed to achieve
the goals and strategies and what is
currently available. The description
somewhat includes trends across sub
groups in the school system.
A budget figure is somewhat provided for
some strategies. A funding source or
projected funding source is somewhat
provided for some strategies. A
description of the type and use of
technology is somewhat given when a
purchase is listed.

within the district.

Copyright and acceptable use policies are
not listed with samples available.

Data sources are not identified and cited

to determine current levels of access for
system members. This will include access
to computer hardware, instructional
software, and the Internet. Data is not
used to determine the following:
Instructional uses of technology
to include digital and online
resources
Administrative uses of
technology to include digital and
online resources
Parent/community uses of
technology
There is no evidence that the data is
analyzed to determine the gap between
what levels of technology access is
needed to achieve the goals and strategies
and what is currently available. The
description does not include trends across
sub groups in the school system.

A budget figure is not provided for each

strategy. A funding source or projected
funding source is not provided for each
strategy. A description of the type and use
of technology is not given when a
purchase is listed.

Ongoing
Evaluation

Design of
Technology
Plan

District
Mission
Statement

Vision
Statement

Total

Data collection strategies are listed for

each technology goal and strategy. Titles
of who is responsible for collecting and
analyzing data is assigned and
documented. Detailed plans should be
included that determine how successes
affect the following:
Student achievement
Student and technology literacy
The quality of student learning

Data collection strategies are somewhat

listed for technology goals and strategies.
Some titles of who is responsible for
collecting and analyzing data is assigned
and documented. Some plans are included
that determine how successes affect the
following:
Student achievement
Student and technology literacy
The quality of student learning

Data collection strategies are not listed for

each technology goal and strategy. Titles
of who is responsible for collecting and
analyzing data is not assigned or
documented. There are no detailed plans
that determine how successes affect the
following:
Student achievement
Student and technology literacy
The quality of student learning

The technology plan is well written and

easy to understand. The technology plan
has no spelling and/or grammar
mistakes.

The technology plan is somewhat well

written and easy to understand. There are
few spelling and/or grammar mistakes.

The technology plan is difficult to

understand and/or there are spelling
and/or grammar mistakes.

The district technology mission

statement clearly states the purpose,
values, and beliefs of the systems
technology. The mission statement
clearly states who will benefit from the
systems technology and the outcome
desired.
There are one or more vision statements
that clearly state the desired instructional
outcomes for the implemented or
improved technology. The vision
statement(s) clearly state who will
benefit and how they will benefit from
the technology.

The district technology mission statement

somewhat states the purpose, values, and
beliefs of the systems technology. The
mission statement somewhat states who
will benefit from the systems technology
and the outcome desired.

The district technology mission statement

is not provided or is lacking information
on purpose, values, beliefs, stakeholders,
and/or desired outcome.

The vision statement(s) somewhat state

the desired instructional outcomes for the
implemented or improved technology.
The vision statement(s) somewhat state
who will benefit and how they will
benefit from the technology.

The vision statement(s) do not state the

desired instructional outcome and/or who
will benefit and/or how they will benefit
from the technology.

___/ 27

Technology Plan Rubric - Completed

Rubric Components

Goals

Professional
Development

Assessment of
telecommunica
tions services,
hardware,
software, and

Goals are clear and precise. Each

individual goal includes a strategy for
meeting each goal in a timely manner.
Goals are assessed on successful
progress towards achievement.
The plan includes all of the following
elements:
Professional development needs
are clearly defined
Funding sources of professional
development are defined
Professional development
supports all staff members
The outcome or desired skills to
be obtained are clearly defined
The professional developments
main goal is to improve student
success
An explanation of how
professional development needs
are determined
Equipment standards are specific and
detailed, and a description is given as to
how they will be integrated.
Specific support plans are listed. This
includes the process for specific support
issues, on-going equipment repair and

Goals are somewhat clear and precise.

Some goals include a strategy for meeting
each goal. Goals are somewhat assessed
on progress towards achievement.

Goals are not clear and precise. Goals do

not include strategies for meeting each
goal. Goals are not assessed on progress
towards achievement.

The plan includes most of the following

elements:
Professional development needs
are clearly defined
Funding sources of professional
development are defined
Professional development
supports all staff members
The outcome or desired skills to
be obtained are clearly defined
The professional developments
main goal is to improve student
success
An explanation of how
professional development needs
are determined
Equipment standards are somewhat
specific and detailed, and a description is
somewhat given as to how they will be
integrated.
Specific support plans are somewhat
listed. This includes the process for

The plan includes some of the following

elements:
Professional development needs
are clearly defined
Funding sources of professional
development are defined
Professional development
supports all staff members
The outcome or desired skills to
be obtained are clearly defined
The professional developments
main goal is to improve student
success
An explanation of how
professional development needs
are determined
Equipment standards are not specific and
detailed, and a description is not given as
to how they will be integrated.
Specific support plans are not listed. This
includes the process for specific support
issues, on-going equipment repair and

Score

other services
needed.

Accessibility of
technology
resources.
(Americans
with
Disabilities
Act)

Budget

replacement, and staff development.

Specific software policy is listed with
the plans to accommodate software
needs within the district.
Copyright and acceptable use policies
are listed with samples available.

Data sources are identified and cited to

determine current levels of access for
system members. This will include
access to computer hardware,
instructional software, and the Internet.
Data is used to determine the following:
Instructional uses of technology
to include digital and online
resources
Administrative uses of
technology to include digital
and online resources
Parent/community uses of
technology
The data is analyzed to determine the
gap between what levels of technology
access is needed to achieve the goals and
strategies and what is currently
available. The description should also
include trends across sub groups in the
school system.

A budget figure is provided for each

given strategy. A funding source or
projected funding source is given for
each strategy. A description of the type
and use of technology is given when a
purchase is listed.

specific support issues, on-going

equipment repair and replacement, and
staff development.
Specific software policy is somewhat
listed with the plans to accommodate
software needs within the district.
Copyright and acceptable use policies are
somewhat listed with samples available.
Data sources are somewhat identified and
cited to determine current levels of access
for system members. This will include
access to computer hardware,
instructional software, and the Internet.
Data is somewhat used to determine the
following:
Instructional uses of technology
to include digital and online
resources
Administrative uses of
technology to include digital and
online resources
Parent/community uses of
technology
The data is somewhat analyzed to
determine the gap between what levels of
technology access is needed to achieve
the goals and strategies and what is
currently available. The description
somewhat includes trends across sub
groups in the school system.
A budget figure is somewhat provided for
some strategies. A funding source or
projected funding source is somewhat
provided for some strategies. A
description of the type and use of
technology is somewhat given when a
purchase is listed.

replacement, and staff development.

Specific software policy is not listed with
the plans to accommodate software needs
within the district.
Copyright and acceptable use policies are
not listed with samples available.

Data sources are not identified and cited

to determine current levels of access for
system members. This will include access
to computer hardware, instructional
software, and the Internet. Data is not
used to determine the following:
Instructional uses of technology
to include digital and online
resources
Administrative uses of
technology to include digital and
online resources
Parent/community uses of
technology

There is no evidence that the data is

analyzed to determine the gap between
what levels of technology access is
needed to achieve the goals and
strategies and what is currently available.
The description does not include trends
across sub groups in the school system.

A budget figure is not provided for each

strategy. A funding source or projected
funding source is not provided for each
strategy. A description of the type and use
of technology is not given when a
purchase is listed.

Ongoing
Evaluation

Design of
Technology
Plan

District
Mission
Statement

Vision
Statement

Total

Data collection strategies are listed for

each technology goal and strategy. Titles
of who is responsible for collecting and
analyzing data is assigned and
documented. Detailed plans should be
included that determine how successes
affect the following:
Student achievement
Student and technology literacy
The quality of student learning

Data collection strategies are somewhat

listed for technology goals and strategies.
Some titles of who is responsible for
collecting and analyzing data is assigned
and documented. Some plans are included
that determine how successes affect the
following:
Student achievement
Student and technology literacy
The quality of student learning

Data collection strategies are not listed for

each technology goal and strategy. Titles
of who is responsible for collecting and
analyzing data is not assigned or
documented. There are no detailed plans
that determine how successes affect the
following:
Student achievement
Student and technology literacy
The quality of student learning

The technology plan is well written and

easy to understand. The technology plan
has no spelling and/or grammar
mistakes.

The technology plan is somewhat well

written and easy to understand. There are
few spelling and/or grammar mistakes.

The technology plan is difficult to

understand and/or there are spelling
and/or grammar mistakes.

The district technology mission

statement clearly states the purpose,
values, and beliefs of the systems
technology. The mission statement
clearly states who will benefit from the
systems technology and the outcome
desired.
There are one or more vision statements
that clearly state the desired instructional
outcomes for the implemented or
improved technology. The vision
statement(s) clearly state who will
benefit and how they will benefit from
the technology.

The district technology mission statement

somewhat states the purpose, values, and
beliefs of the systems technology. The
mission statement somewhat states who
will benefit from the systems technology
and the outcome desired.

The district technology mission statement

is not provided or is lacking information
on purpose, values, beliefs, stakeholders,
and/or desired outcome.

The vision statement(s) somewhat state

the desired instructional outcomes for the
implemented or improved technology.
The vision statement(s) somewhat state
who will benefit and how they will
benefit from the technology.

The vision statement(s) do not state the

desired instructional outcome and/or who
will benefit and/or how they will benefit
from the technology.

25/27

Recommendations:
The technology plan for the Cherokee County School District in Canton, Georgia was
overall very well written and composed. It was very evident that this particular school district
prides themselves on successfully implementing technology throughout their district. It is very
evident that careful thought and planning were a part of their process to increase student
achievement using technology throughout the district.
In the process of grading the technology plan we found three recommendations that we
would like to propose to the school district. In dealing with the assessments of
telecommunications services, hardware, software, and other services needed, we found that it
may be helpful for the district to add a more specific support plan for equipment repair and
replacement. The plan does include a Technology Refresh Summary, which states the schedule
for replacing and purchasing equipment for the district, but the summary does not describe how
the district goes about replacing or repairing equipment on an individual basis. It would be
helpful to have a plan set up for when problems arise about equipment being in need of repair or
replacement. This specific plan should also include the detailed steps for staff to take in order to
acquire software needed. With a more specific plan in place, the district would have an outlined
procedure for all staff to follow in order to obtain their technology needs.
Our second recommendation is that the Cherokee County School District have a more
detailed copyright policy for students and teachers. While the district does briefly mention a
policy, it is vague and has no real clear guidelines. Having a more thorough plan in place will
help students and teachers better understand what is and what is not appropriate when copying or
sharing software or technology equipment. In the long run, this could possibly save the school
district from lawsuits and legal fees.
Our third proposal to the school district is concerning the budget. We would like to
propose a description be added of the type and use of technology when a purchase is listed. This
description would clear up any misconceptions of why a purchase has been made and what it is
specifically being used for. It would also provide the district with an organized list of the type
and use of technology software and equipment, which would keep the district from purchasing
duplicate software and equipment for similar technology needs.
Our three recommendations are geared toward making the technology plan more
effective and to keep it running smoothly. By adding a more detailed support plan, staff would
have exact procedures to follow when dealing with equipment in need of replacement or repair.
Adding a description of the type and use for technology being purchased would help clear up
misconceptions and keep the district from purchasing duplicate software or equipment for similar
technology purposes. By adding a more specific and detailed copyright policy, the school could
be potentially saving the district from lawsuits as well as educating teachers and students the
correct copyright procedures. In our opinion, adding these three recommendations to the
Cherokee County Technology Plan would make it even more successful in impacting student
achievement and learning.
(n.d.). Retrieved February 10, 2015, from
http://www.cherokee.k12.ga.us/departments/technology/Documents/StateTechPlan-20142017.pdf