1

Technology Plan Evaluation

FRIT 7232: Visionary Leadership in Instructional Technology
Spring 2017
Jessica Cliett, Spencer Landis, Naiesha Robinson, and Miranda Thigpen
 2

Annotated Resources List

Anderson, L. S. (1999). Technology Planning: It's More Than Computers. Retrieved January 23,

2017, from http://www.nctp.com

The article gives a great explanation of the process and importance of technology plans.
It highlights the common misconceptions that surround a technology plan. The author focuses on
the planning process and the importance of taking your time, collaborating, and putting in the
work. “Those who are responsible for guiding the technology planning are well-advised to spend
significant time (both in quantity and in quality), working harmoniously, to ensure that the
process is a key, integral, well-protected part of their comprehensive technology planning
activity” (Anderson, "Technology Planning: It's More Than Computers", 1999) This article is a
great explanation of the overall purpose of the plan. It also draws our attention to not just what is
in the plan, but it also reminds us to examine the process as well.

Bellamy, A. (2007). Exploring the Influence of New Technology Planning and Implementation

on the Perceptions of New Technology Effectiveness. The Journal of Technology Studies,

33(1), 32-40.

This article demonstrates that planning and implementation play a major role in
influencing perceived effectiveness of new technology. This is significant for technology
planners because it is not enough to simply list potential uses and capabilities of technological
resources available in a district. Teachers that failed to receive adequate planning and
implementation information had their perceptions of the effectiveness of new technology
negatively influenced. This results in lower teacher buy-in and technology use in classrooms of
students that could potentially benefit from the technological resources available to them.
Training, staff development, and detailed implementation plans are needed in technology plans
in order to ensure that teachers are able to leverage all resources and maximize student
achievement with as little of a learning curve as possible.

Ezell, B., Johnson, D., Pierczynksi-Ward, M., & Rice, M.P. (2008). Preservice Teachers’ Guide

for Learner-Centered Technology Integration into Instruction. Interactive Technology

and Smart Education, 5(2), 103-112.

This article provides a necessary process that would be beneficial to teachers learning
how to implement new technology into their classrooms. The authors point out that lesson
planning is essential and stress the importance of teaching preservice teachers how to effectively
plan with the technological resources available to them. While a district would not have all
 3

brand new teachers in their district, it is important to include professional development that
addresses how to effectively lesson plan using new resources. Several experienced teachers are
reluctant to attempt new tools and activities into instructional practices because of perceived
complexity and unfamiliarity present with technology. By making new resources as easy to use
as possible and providing adequate training for teachers, school districts are able to fully utilize
technology available in a district.

Fishman, B. & Pinkard, N. (2016). Bringing Urban Schools into the Information Age: Planning
for Technology vs. Technology Planning. In Journal of Educational Computing
Research. 25 (1) 63-80. DOI: 10.2190/6HDY-88WM-2QHX-QY3D
This article promotes an improved model for planning for the use of technology in K-12
schools and problems associated with poor technology planning. Current school technology
plans are often deprived of context and do not support the school’s learning goals. Some schools
make technology plans without ever really identifying and planning for how the technology will
be implemented in instruction. This results in a technology plan that is not supportive of the
current technology practices or planning for future technology skills and goals. More problems
resulting from poor technology planning are: unused or underutilized computers, lack of teacher
professional development and support, lack of vision and goals for how technology fits with the
curriculum, and false equity. The article also describes the planning method for creating a
successful technology plan. Phase one consists of establishing a vision of teaching and learning.
Phase two focuses on developing the staff’s technology skills. Finally, in phase three you
redesign the curriculum while embedding technology.

Graduate Students Mississippi State. (n.d.). Developing an Effective Instructional Plan.

Retrieved January 26, 2017, from http://www.nctp.com/articles/tpmore.pdf

This article gives a great explanation of each component that is necessary in a technology
plan. Each component is explained in detail. The information can be used to create a rubric to
evaluate technology plans. Each section describes what to include and consider when
developing a plan. This information can be used to create a rubric that addresses all of the
components and will help the evaluator determine to what level of effectiveness the plan presents
the information.
 4

Gülbahar, Yasemin. (2007). Technology planning: A roadmap to successful technology

integration in schools. In Computers & Education, 49(4):943-956
DOI:10.1016/j.compedu.2005.12.002

This article discusses the great importance of addressing and promoting effectiveness and
technology uses within a school system. The overall goal of a technology plan should be to
support traditional class settings, but enhance student achievement and open the students to the
outside world. By focusing on promoting effectiveness and technology uses, the technology plan
could provide more access to technology sources for teachers and students and increase
administrative efficiency. Most importantly, the plan would provide the students opportunities to
enhance cooperative learning, increase community relations, create global learners, increase
writing skills, enhance the integration of curriculum, as well as easily apply different learning
strategies. So, in order to incorporate 21st century learners, the schools must develop a proper
planning process to keep track of changes in technology, collaborate with teachers and students
on how technology will be taught and used, and specify goals and determine technology needs.

Herold, B. (2016). What It Takes to Move From ‘Passive’ to ‘Active’ Tech Use in K-12 Schools.

Education Digest,35, 33-38.

This article uses input from five people, involved in various aspects of education, on how
to shift from passive to active use of educational technology. Chris Craft is a national board
certified 6th grade STEM teacher, Stephanie Villegas is a former 2nd grade teacher who now
serves as an instructional coach, Kecia Ray is the executive director of the Center for Digital
Education and chairwoman for the International Society for Technology Education, Jessica
Heppen is a managing researcher at the American Institutes of Research who studied how
teachers in Los Angeles utilize classroom technology and Jospeh South is the director of the
office of educational technology. Their recommendations for moving to a more interactive use of
educational technology were to use real world problem solving for 21st century life and work,
hands on learning, collaboration with peers and others, students create rather than consume, give
students choices for demonstrating their learning using presentations and let students build their
ideas using digital tools.

Lamb, A., & Johnson, L. (2011). Content, Context, Computing Keys to the National Education

Technology Plan. Teacher Librarian,39(2), 58-63.

This article outlines keys to successfully meet the stipulations of the National Education
Technology Plan. Emphasis is placed on the role that the teacher librarian plays in connecting
educators to quality materials to use and demonstrating practical ways to use the existing
technology resources in a school. The National Education Technology Plan contains five
 5

elements: learning, assessment, teaching, productivity and infrastructure. These aspects of the
plan are explored with implications for the school library program. The teacher librarian can
offer resources that allow classroom teachers to provide real world activities that promote
student achievement and a passion for learning. Suggestions can be made for engaging ways to
allow students to use images, audio and video throughout the assessment process that allows
them to share their understanding by using journaling, photography, screen captures and
recordings. The teacher librarian will serve as a resource to help teachers find ways to use
technology to power learning.

Norton, Sylvia Knight. (2013). Technology Planning: Designing the Direction to Get There.
Knowledge Quest, 42(1), 64-69

This article discusses how to develop technology plans that reflect teaching and learning
for a 21st century school. One component of a 21st century school technology plan would
incorporate not only internal goals within the school system, but external goals as well. This
states that the technology plan can provide opportunities for the future. These goals should also
establish a framework for a comprehensive technology plan as well as align with the overall
mission of the school library program. The article also provides information on how to start the
process of creating a technology plan. According to the article, the first step in any planning
would be to review the technology that is already used at the school and then envision new ways
to use the technology. Following your observation of the technology use in the school, you
would then need to research your state’s requirements for the school technology plans.

Overbay, A., Mollette, M., & Vasu, E. S. (2011). A Technology Plan that Works. Educational

Leadership, 56-59.

This article outlines a set of five principles that can be used by schools and school
districts to guide how they go about implementing their technology initiatives. The principles for
implementation are based on successful strategies observed by the authors beginning in 2003 in a
school district in North Carolina. The school district is composed of 45 schools housing a total of
23,000 students and 1,800 teachers. The set of principles can be summarized as 1) building
enthusiasm for the technology initiatives, 2) planning should be realistic to meet the school’s
needs for technology use, 3) various forms of professional development should be used to train
teachers in how to implement the initiatives, 4) collaborative planning among staff with regards
to use of technology in the classroom and assisting with technology troubleshooting and 5)
planning for staff turnover by sharing leadership for the initiative. The use of these five
principles will help ensure that a school or school district has a smooth introduction of
technology initiatives and the enthusiasm is maintained long term.
 6

See, J. (n.d.). National Center for Technology Planning. Retrieved January 23, 2017, from

http://www.nctp.com/html/john_see.cfm

This article gives information to consider when creating an effective technology plan for
a school system. The author explains that the plan should not focus just on technology, but on
the outcome expected from technology. The planner should decide what is needed for students,
staff, and administration. That will determine how much and what kind of technology is needed.
The article goes on to inform the reader that technology does not just mean computers and
should not be taught in isolation. Therefore, the plan must take into account how to implement
the resources into the curriculum. The article reviews all parts of a technology plan and gives
great examples of common misconceptions or mistakes. It is a great tool to ensure the
effectiveness of the plan.
 7

Technology Plan Rubric

Components 3 Exceeds 2 Meets Requirements 1 Does Not Meet

Requirements Requirements

Mission Statement The mission The mission statement The mission

statement clearly identifies the purpose statement is missing
identifies the purpose and outcome of the or does not include
and outcomes of the plan. the purpose and
plan. The mission statement outcome of the plan.
The mission identifies the steps that The mission
statement clearly will be taken to statement does not
identifies the steps implement the vision of identify the steps that
that will be taken to the plan. will be taken, or the
implement the vision The mission statement steps are lacking
of the plan. identifies who the plan information.
The mission is intended to benefit. The mission
statement clearly statement does not
identifies who the identify who the plan
plan is intended to is intended to benefit.
benefit.

Goals Goals are clear, Goals are broad and Goals are absent or
attainable and comprehensive but may seem to be only
measurable. be unclear. equipment based.
Goals are realistic in Goals are mostly Goals are not
addressing teaching equipment based and measurable; are
and learning needs. loosely linked to incomplete or
Goals are linked improvement plans. difficult to
directly to objectives. Goals are not readily understand.
measurable.

Professional Staff development Staff development is Staff development is

Development includes multiple articulated, but is mentioned, but is not
strategies, incentives limited to single clearly articulated as
and resources. Clearly modalities and does not to how it will be
states current and provide resources. accomplished, or
needed technology Lists few strategies for evaluated.
competencies. increasing technology Lists no strategies for
Timeline of competencies. offering trainings to
how/when staff will Briefly states staff in technology
gain the level of how/when staff will be competency.
technology trained in technology Provides no
competency required competency. resources.
in the technology
plan.
 8

Needs Assessment Assessment is The technology has Needs Assessment

extensive and been assessed and was not present,
contains detailed analyzed. However, it incomplete or is
information from the may not include submitted late.
resources, technology summaries of
needs assessment and information from all
benchmark surveys. It components in the
identifies how it was technology surveys. It
used by students and was submitted on time.
staff, and the training
that was received and
desired. It was
submitted on time.

Accessibility of The current level of A measure for Accessibility of

Technology access is collected equitable access by technology by
Resources and clearly examined students, teachers, and students, teachers,
to create a new, or administrators is given and administrators is
improved, measure of without a clear missing or not clearly
equitable access for examination and defined.
students, teachers, description of the Data is not included
and administrators. current level of access or is irrelevant as the
by the system basis of measure for
members. equitable access.

Budget Provides a list of all Provides the majority, Projects, budgets, or

project, timelines, and of the project, timelines are missing.
budget estimate timelines, and budget Provides indistinct or
information. Provides estimate information. little information on
budget summary Appears to be project, budgets, or
estimate of expenses predominantly timelines. Projects
(hardware, software, consistent with plan appear not relevant to
facilities, goals. Submitted on plan goals. Budget
infrastructure, staff time estimates appear
development, tech discrepant with plan
support, etc.) or unrealistic.Not
Identifies possible submitted on time.
alternative funding
resources. Projects,
timelines, and
budgets are realistic
and consistent with
technology plan goals
 9

and objectives.
Submitted on time.

Ongoing Evaluation The plan clearly The plan may be The data collection
identifies the data unclear on the data for effective
collected for effective collected for effective evaluation, goals of
evaluation, goals of evaluation, goals of achievement, and
achievement, and achievement, and curriculum
curriculum curriculum integration. integration are
integration. The plan The plan may not have missing or the plan
identifies realistic realistic does not address one
accomplishments to accomplishments to or more of these
individual situations. individual situations. components. The plan
The process is The process is ongoing. does not have realistic
ongoing. accomplishments to
individual situations.
The process is
ongoing.
 10

Fullerton School District Technology Plan Evaluation

Fullerton School District Technology Plan

Components Score Explanation

Points Possible (3)

Mission Statement 1 The mission statement is missing

from this Technology Plan.

Goals 3 The goals are clear and attainable.

The plan goals provide detailed
activities, timelines, and the plan for a
measurable evaluation. Includes how
the tech plan supports the district’s
curricular goals.

Professional 3 The plan highlights and clearly states

Development the current and needed technology
competencies. (Pg. 30) A timeline and
plan of action to meet staff
development needs are presented
with specific activities, dates, and
evaluation measures.

Needs Assessment 3 Summaries are included as well as an

analyzed explanation of the
summaries. The goals are based on
the needs assessment.

Accessibility of 3 The current level of access is

Technology Resources explained and was used to create a
new measure of equitable access for
system members.

Budget 3 The budget includes a three year

timeline that breaks the estimated
expenses into categories. Possible
alternative funding sources are given.

Ongoing Evaluation 3 Realistic activities are planned and a

goal for a level of achievement is
attached to a timeline. Ongoing
evaluation of each goal is clear.
 11

Technology Plan Recommendations

The Fullerton District Technology plan was well written and very informational. Overall
the plan scored well on the evaluation rubric. With the exception of the mission statement, all
areas were clearly identified and evaluated. It received a 1 for their Mission Statement because it
was not included in the plan. A mission statement’s intent is to identify the purpose and
outcomes of the plan in a concise statement. The plan does include the steps that will be taken to
implement the vision, but it lacks the summarization of the mission statement. It is recommended
one be added for clarity and organization. The needs assessment was outstanding and exceeded
in all requirements. Another suggestion is to better organize the plan. At times, the plan seemed
to run together. Better visual representation would make the plan easier to read and follow. The
tables were good sources of information, but the columns were not visible and the words tended
to blend together.