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Technology Plan Evaluation

FRIT 7232
Muno Abubakar
Tamala Thomas
Whitney Gaddis
Shavannah Newkirk

Technology Plan Resources:


Technology Planning: Its More Than Computers
Anderson, L. S. (n.d.). Technology Planning: Its More Than Computers [Sharing recipes for
success, on caring and feeding of the technology planning process]. National Center for
Technology Planning, Mississippi State, MS 39762 http://www.nctp.com/articles/tpmore.pdf
Technology planning is more than the surface idea of computers. The author uses the
analogy of technology being regarded as both a noun and verb. This notion provides an insight to
what the technology planning process consists of technology affects instruction and thus the
knowledge and application of technology in instruction yields results based on the extent of these
two aspects. Technology planning is a process that requires collaboration of passionate
community members. Anderson suggest, Technology planners must recognize the power of
computers; however, they must know that technology involves so much more than the boxes,
wires, and switches of hardware (1999) Therefore in order for community stakeholders to
design effective technology plans, their view of technology must extend beyond the thought of
tangible computers.

Assessment and Evaluation of the Technology Plan


Assessment and Evaluation of the Technology Plan. (n.d.). Retrieved September 06, 2016, from
http://www.riverview.wednet.edu/tech/techplan/assessment.htm
This is a document that includes the assessment and evaluation of the Riverview School District
technology plan. The school district uses this plan to review the technology plan annually. There
are two actions that take place on this plan. The first action is to revise the implementation plan
as changes in technology take place. The second action listed is the development of the tools that
evaluate and measure the impact of technology on student learning and effective teaching.

By when? By how much? According to which instrument?


By when? By how much? According to which instrument? Submitted. (n.d.). Technology Plan
Evaluation. Retrieved September 05, 2016, from
https://net.educause.edu/ir/library/html/EDU0240a.html

This is an example of an evaluation of a technology plan. The plan has many different criteria as
well as components. Each of the sixteen components meets one of the three criteria. The criteria
on the rubric are one, two, and three. Three is the highest possible score and this means that the
technology plan component meets or exceeds the expectations. The two is satisfactory, and this
one is not satisfied. There are four other technology plans available on the website that can be
compared using the rubric.

Technology Plan Analysis Rubric


Fechter, L., Kennedy, A., & Phillips, L. (n.d.). Technology Plan Analysis Rubric PT. 1.
Retrieved from
http://louisefechter.pbworks.com/w/file/fetch/65569266/TechnologyPlanEvaluationRubr
icPartI.pdf
This is a wiki page hosted on PBWorks created by Louise Fechter, Angela Kennedy and Lacey
Phillips. The three authors have created a technology plan analysis rubric that is made up of 8
components that can score an exceptional, acceptable, or unacceptable.

Creating a Technology Plan That Worked


T. L., & J. H. (2012, March/April). Creating a Technology Plan That Worked! [A Case Study].
OCLC Webjunction.
LeBeau and Hoefler advises how to apply the skills and knowledge of public service and
Information Technology staff to create effective instructional strategies. In addition, the authors
advise new technologies should be researched and assessed, public service staff should be
provided training and development on the application of technology resources.

Evaluating Your Technology Implementation Program


Rose, D., & Meo, G. (n.d.). Evaluating Your Technology Implementation Program. Retrieved
September 5, 2016, from http://www.cited.org/library/site/docs/CITEd Evaluating Tech
May08.pdf

This presentation is offered through the Center for Implementing Technology in Education. This
article presents information on evaluating your technology implementation program. The article
explains why it is important to evaluate the implementation of technology as well as the
possibilities of what can happen when technology implementation programs are not evaluated. It
also describes how to evaluate a technology plan and different things that can be done to improve
the results of the evaluation.

Strategic Technology Planning Resources


Strategic Technology Planning Resources. (n.d.). Retrieved September 06, 2016, from
http://www.sun-associates.com/planning-resources
This resource includes a DIY Technology Program Evaluation. The evaluation consists of four
sections. The sections are defining success, collecting data, analysis, and planning. The analysis
section describes the technology program review process. This process is where the collected
data is compared to the indicators. This section of the program evaluation offers many resources
that can assist districts in evaluating their technology integration.

Technology Plan Evaluation


Technology Plan Evaluation - Weilawke School District-- Technology Plan. (n.d.). Retrieved
September 05, 2016, from https://sites.google.com/a/nau.edu/weilawke-technologyplan/implementation/evaluation
This website is presented by the Weilawke Unified School district and it offers a variety of
technology plan evaluation instruments. These instruments are designed to evaluate the gains in
student achievement and teacher proficiency. The different parts of the evaluation also determine
the value of purchased equipment and software as well as measure the climate for technology
integration within the district.

The Virtual Activist


The Virtual Activist. (n.d.). Retrieved September 06, 2016, from
http://www.netaction.org/training/part6.html

This document explains what technology planning is and why it is important from the viewpoint
of a small business. Even though the information in this document is created for small business,
much of the information offered can be translated into the importance of technology planning
for school districts. This

Perceived Educational Technology Needs Survey


Wesley, T. (n.d.). Perceived Educational Technology Needs Survey. Retrieved September 6,
2016, from http://www.nctp.com/articles/assess.pdf
This questionnaire is a survey that is used to gather information from educators about their
personal perceptions of technology needs and uses. It is designed to be administered
anonymously. The survey consists of 9 sections where educators can list and describe their
answers to each of the questions in each section. There is also an open ended questions where
educators can suggest any concerns or questions.

Technology Planning: Recipe for Success


Anderson, L. S., & Perry, J. F., Jr. (1994, March/April). Technology Planning: Recipe for
Success. The National Center for Technology Planning. Retrieved September 09,
2016, from http://www.nctp.com/html/tp_recipe.cfm

This article explained in detail what a successful technology plan should look like. It included
steps on how to go about creating a successful technology plan from who should be involved to
what procedures are required to creating a successful plan. It analogized technology planning to
recipes for cooking which made it an interesting read.

An Educators Guide to Evaluating the use of Technology in Schools and Classrooms


Q. S., & K. R. (n.d.). AN EDUCATORS GUIDE TO EVALUATING THE USE OF
TECHNOLOGY IN SCHOOLS AND CLASSROOMS. (UNITED STATES, US
Department of Education:, Office of Educational Research and Improvement).
http://www.au.af.mil/au/awc/awcgate/ed-techguide/handbook2.pdf

This resource is a handbook from the US Department of Education: Office of Educational


Research and Improvement. It was very helpful because it replicated a beginners guide to
making a technology plan. The handbook is more geared towards how to evaluate technology
plans but it rests on the assurance that evaluation should begin during the development process
of a technology plan.

Technology Plan Evaluation Rubric:

Category

Exceeds
Expectatio
ns

Meets
Expectatio
ns

Approache
s
Expectatio
ns
2

Below
Expectations
1

Sco
re

Vision
Statement

Goals

Vision
statement is
detailed and
clearly
states the
technology
outcomes in
addition to
instructional
outcomes.
Vision is
clear and
concise and
aligns to
goals and
strategies in
plan. Vision
statement
reinforces
district's
mission.

Vision
statement
states
technology
outcomes
however
fails to fully
address
instructional
outcomes.
Vision is
not clearly
stated and
does not
align to
some goals
and
strategies in
plan.

Vision
statement
does not
state the

Goals are
specific and
concrete
and are
designed to
meet the

Majority of
the goals
are specific
and
concrete
and are

Goals are
neither
specific nor
concrete.
Several
goals are

Vision
statement is
missing or
incomplete.

technology
outcomes
or
instructional
outcomes
for the
district.

Vision
statement is
ambiguous
and does
not align to
goals and
strategies in
Vision
plan. Vision
statement
statement
mentions
does not
district
mention
mission, but
district
may seem
mission.
unclear or
vague.

Goals do not
2
show evidence
of clarity.
Almost all
goals are not
supported by

needs of the
school
system.
Each goal is
supported
by a
strategy for
successful
achievemen
t.

designed to
meet the
needs of the
school
system.
Most goals
are
supported
by a
strategy for
successful
achievemen
t.

not
supported
by
strategies
for
successful
achievemen
t.

strategies for
necessary
achievement.

Curriculum
based Goals &
Technologies
are being
applied.

Technologie
s used in the
instructional
project are
totally
aligned with
one or more
curriculum
goals.

Technology
used in the
instructional
project are
aligned with
one or more
curriculum
goals

Technology
used in the
instructional
design are
partially
aligned with
one or more
curriculum
goals

Technology
used in the
instructional
project are not
aligned with
any
curriculum
goals

Professional
Development

Clear
evidence of
various
instructional
options are
offered
including in
person,
online and
blended
learning
opportunitie

Evidence of
different
instructional
options are
offered.
Funding
sources are
provided.
Researchbased
Professional
Developme

Evidence of
different
instructional
options is
not offered.
Funding
sources are
not
provided.
Researchbased
Professional

No
Professional
Development
opportunities
are available
and/or no
funding
sources are
provided.

s. Funding
sources are
provided.
Researchbased
Professional
Developme
nt programs
are
specifically
outlined and
organized to
help
teachers
focus their
instructional
practices
toward
student
achievemen
t.

An assessment
of
telecommunica
tion services,
hardware,
software, and
other services
needed

Technology
Plan clearly
provides an
extensive

nt programs
are outlined
and
organized to
help
teachers
focus their
instructional
practices
toward
student
achievemen
t.

Technology
Plan
provides a
considerabl
e
assessment
assessment
of
of
communicat
communicat
ion services.
ion services.
Current and
Current and
future
future
strategies
strategies
for
for
adjustments
adjustments
and
and
modificatio

Developme
nt programs
are not
mentioned.
However,
teacher
support is
not
provided to
yield
student
achievemen
t through
instructional
practice.

Technology
Plan
provides a
general
assessment
of
communicat
ion services.
Current and
future
strategies
for
adjustments
and
modificatio
n are not

No evidence
of
communicatio
n services is
provided.

Accessibility

modificatio
n are
articulated
in the plan.
Both
instructional
and
technology
goals are
supported
with
assessment
of services.

n are
expressed in
the plan.
Both
instructional
and
technology
goals are
supported
with
assessment
of services.

specifically
expressed in
the plan.
Little to no
support of
instructional
and
technology
goals are
present with
assessment
of services.

All goals
and
strategies
are
specifically
stated to
address
accessibility
. District
network
services are
accessible
to a wide
range of
users,
including
those with
special
needs.
Network
operates
effectively
with
assistive

Most goals
and
strategies
are clearly
stated to
address
accessibility
. District
network
services are
accessible
to a range
of users,
including
those with
special
needs.
Network
generally
operates
with
assistive
technology.
Most

There are
few goals
and
strategies in
place to
address
accessibility
. Network
services are
not
accessible
to a limited
range of
users,
including
few with
special
needs.
Network
does not
operate
effectively.
Few
computer

There are little 2


to no goals
and strategies
in place to
address
accessibility.
Network
services are
not accessible
to users,
including
those with
special needs.
Network does
not operate
effectively.
Little to no
computer labs
and
classrooms are
equipped with
21 century
technology
tools. No
st

technology.
All
computer
labs and
classrooms
are
equipped
with 21
century
technology
tools.
Evidence of
accessibility
as a priority
in district's
technology
plan.

computer
labs and
classrooms
are
equipped
with 21
century
technology
tools.
Evidence of
accessibility
is present in
district's
technology
plan.

labs and
classrooms
are
equipped
with 21
century
technology
tools. No
evidence of
accessibility
is present in
district's
technology
plan.

evidence of
accessibility is
present in
district's
technology
plan.

Budget

Clear
evidence of
funding
sources is
provided for
each
strategy.
Estimated
figures are
included for
every year
outlined in
the plan.

Funding
sources are
provided for
most of the
strategies.
Estimated
figures are
included for
the duration
of the plan.

Funding
sources are
provided for
some of the
strategies.
Estimated
figures are
not included
for the plan

Funding
1
sources and
estimated
figures are not
provided for
the strategies
included in the
plan.

Organization

Content is
well
structured
and

Content is
mostly well
structured
and

Content is
not
structured
appropriatel

Content lacks
structure and
takes away
from

st

st

st

Teaching and
learning
Instructional
Strategies &
Technologies
are being
applied

Technology
Selections are
compatible
with
curriculum
goals &
Instructional
strategies

Accessibility of
technology
resources
(Americans
with

organized.
Information
is
comprehens
ive and
easily
readable.

organized.
Information
could be
more
comprehens
ive and
readable.

y and
difficult to
read.

comprehensibi
lity.

Technology
used in the
instructional
project
optimally
supports
instructional
strategies.

Technology
used in the
instructional
project
support
instructional
strategies.

Technology
used
minimally
supports
instructional
strategies.

Technology
used in the
instructional
project does
not support
instructional
strategies.

Technology
option are
exemplary,
given
curriculum
goals and
instructional
strategies.

Technology
options are
appropriate,
but not
exemplary,
given
curriculum
goal(s) and
instructional
strategies.

Technology
options are
somewhat
appropriate,
given
curriculum
goal(s) and
instructional
strategies.

Technology
options are
inappropriate,
given
curriculum
goal(s) and
instructional
strategies.

Technology
plan clearly
states and
provide
services that

Technology
plan
addresses,
but only
provides

Technology
plan
addresses,
but does not
provide

The
technology
plan does not
provide
services or

Disabilities
Act)

ensure that
all
electronic
and
information
technology
must be
accessible
to people
with
disabilities.

some
services
ensuring
that all
electronic
and
information
technology
must be
accessible
to people
with
disabilities.

services
ensuring
that all
electronic
and
information
technology
must be
accessible
to people
with
disabilities.

address the
accessibility
of technology
for people
with
disabilities.

Ongoing
evaluation

Plan is
devised for
continuous
monitoring
for the
duration of
the plan
with
assessment
indicators.

Plan is
devised for
monitoring
for a given
time period
but there are
no
assessment
indicators.

Plan for
monitoring
is
considered
but not
defined.

Evaluation is
not
considered.

Evaluation Summary
Technology Plan being evaluated: Newton County Schools Technology Plan-

http://www.newtoncountyschools.org/Portals/0/newtoncounty/main/documents/technology/
Tech%20Plan%202014%20final.pdf
Technology Plan Recommendations:

Vision Statement Score=2


The vision statement mentions the support of student advancement in relation to the demands of
a forward moving society. It also provides a need for technology resources to achieve this vision.
However, the plan fails to support the application of the countys vision statement to the
students instructional needs, a truly essential component. In order for the vision statement to be
clearly communicated it must be aligned with the goals of the county. The vision statement
should provide clear and concise indications of what it needed and how these resources will be
applied to support the vision of the county. The vision statement should be revised to provide
clarity and understanding for all stakeholders. The current vision statement is ambiguous and
does not have a county mission statement to provide support. The vision statement should be
targeted towards all stakeholders, i.e. parents, students, teachers, school board personnel,
community members etc. This statement should include all members to provide motivation and
direction of the forthcoming plans of the county. The vision statement should be rewritten to
indicate the direction of the countys goals and to what degree goals will be achieved.

Goals: Score = 2
Newton County School Systems technology plan consist of a three year technology plan. Within
the plan there are overall, infrastructure, endpoint device, personnel and professional learning
goals. The technology plan fails to mention any of the instructional goals outlined by the county,
or how the instructional goals of the technology plans are essential to the overall vision of the
countys technology plan. The inclusion of instructional needs and goals is essential for
stakeholders. The goals are sub-listed and provide a brief description of how these goals will be
achieved. The technology plan supports goals by including time frames to ensure goals are
achieved within indicated ranges. Though there is vague evidence to support the countys goals.
Of the goals listed, there needs to be the inclusion of instructional goals in the technology plan.
In addition, the goals need to be revised to state how the goals will be achieved through the
application of indicated strategies

Curriculum Based Goals & Technology are being applied: Score = 1

The technology plan fails to mention any curriculum goals and how these goals will support the
countys vision. There is no evidence that addresses the instructional needs of students. The
technology mentioned does not align with instructional projects associated with curriculum
goals. Provide clear indicators of instructional needs, strategies and goals on connecting goals to
technology. Technology plan should clearly state what the instructional needs are of the county
stakeholders and how the county plans on addressing their needs with the implementation of
technology. Also, there should be supporting evidence to ensure the goals are achieved in
connection with curriculum and instructional standards.

Professional Development: Score = 2


Newton Technology plan has met the criteria of different instructional options by offering many
different professional learning opportunities. However, this plan mentioned team based
professional development and not research based. They also do not mention their funding
source. I would suggest that they include their funding source in the plan in order to have a
clear vision of reaching their goal.

Assessment of Telecommunication Services, Hardware, Software, and Other Services


Needed: Score = 2
Newton Technology plan clearly provides a considerably amount of communication services by
having 21st century technology by increasing their laptops and tablet carts and encouraging
BYOD. They constantly shift towards more interactive devices such as interactive projectors
and interactive LCD/LED panels, interactive projectors and Viewpath system in every classroom.
This plan does not mention the range of users or special needs students. I would recommend
adding that to the plan.

Accessibility: Score = 2
Newton Technology Plan mentions goals are stated clearly. There is a need to increase
bandwidth and making their technology 21st century. Teacher use of computers, Encourages
BYOD and interactive projectors LMS to 90%. Issuing laptop devices to every teacher who
wants one. Increase the density of the wireless access points in every school to include one
access point per classroom and additional access points. This plan does not mention accessibility
to many different users. I will recommend adding all of the users in this plan.

Budget: Score = 1

There is not a budget section in the Newton County Schools technology plan. Funding sources
and estimated figures are not provided for the strategies included in the plan. There is a section
on the analysis worksheet that lists the budget for each section of the goals. There are personal
and department budgets listed. It is recommended that the district develops a budget for the long
range technology plan. The budget must show that what is proposed on the technology plan is
realistic with the funds that are available to the district. The technology director should work
closely with the committee that creates the budget so that the numbers are accurate. It is also
recommended that the technology director ensures that all areas of the budget are accounted for
so that all funds available are visible to the district for the life of the technology plan.
Organization: Score = 4
The content of the Newton County Schools technology plan is well structured and organized.
The information in the tech plan is comprehensive and easily readable. It is recommended that
any of the sections missing or information that is needed should be added to the techn plan so
that it is considered a well developed detailed technology plan. Ensuring that the tech plan is
organized and the strategy and requirements are addressed will increase efficiency of the
technology plan.

Teaching and learning Instructional Strategies & Technologies


are being applied: Score = 3
The technology used in the instructional project listed in the technology plan support
instructional strategies. To ensure that instructional strategies are being optimally supported it is
recommended that the technology director and committee look at both the big picture as well as
the specifics of instructional strategies and technologies addressed in the tech plan. The goal of
the tech plan should be evident that is not to use more technology but to use technology more
effectively to meet educational goals.

Technology Selections are compatible with curriculum goals & Instructional Strategies:
Score = 2
Newton Countys overall goal is concentrated on communication and access to information. The
technology selected for these goals are effective but Newton County fails to provide goals
centered on curriculum. Though it is not definitively outlined in the overall goals, Newton
County does include in their plan devices for 1:1 initiative, BYOD, interactive technologies, and
ViewPoint. I suggest that Newton County expands their goals to include curriculum and
instructional strategies for these technologies.

Accessibility of Technology Resources (Americans with Disabilities Act): Score = 1


The technology plan for Newton County does not address the accessibility of technology for
people with disabilities. I suggest Newton County devise a plan to address accessibility of
technology resources in compliance with the Americans with Disabilities Act.

Ongoing evaluation: Score = 4


Newton Countys plan for accessing ongoing evaluation is decisively defined. Newton County
includes a table which well defines their plan for evaluation. The table describes the type of
evaluation as well as who is responsible for the evaluation. The table also includes concrete
projections for implantation for each year of the plan. I have no suggestion for this portion of the
plan.