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Technology Use Planning Overview

Technology Use Planning Overview

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Published by danielmatthews
This is a technology use planning overview for a high school north of Atlanta, GA.
This is a technology use planning overview for a high school north of Atlanta, GA.

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Published by: danielmatthews on Sep 22, 2013
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Daniel Matthews EDTECH 501 July 2012 Boise State University Technology Use Planning Overview When the

internet was brand new, articles came out warning consumers to avoid this thing called “the Internet” because it would allow criminals to come into our homes electronically and steal our money and our identities. Some school systems continue to take this approach when it comes to technology. They choose to stay as far away as possible and continue to educate students the way it has always been done. Unfortunately for those systems, society is rapidly changing as is technology. Technology planning is the process of planning what technology will be needed but also how it will be purchased and how it will be implemented into the classroom. In his article “Developing Effective Technology Plans” John See (See, 1992) recommends that technology plans do not need to be planned out more than a year. He comments that if we commit to technology too far in advance we may commit to purchasing technology that will be outdated by the time it arrives. I agree with the part about committing to outdated technology, but it is important for systems to continue to plan budget money toward technology and this may require a five year plan. An important long-term plan could include numbers of students and teachers using technology in the classroom. Five years ago few would have guessed how popular personal devices would have been. Flexible school systems have school-wide wireless access to accommodate those students who desire to use their technology. It is important to those working on the plan to set long-term goals, but be willing to change in the middle of the plan. The “Guidebook for Developing an Effective Instructional Technology Plan” cites an illustration where they say a technology plan is like the water cycle. It doesn’t really have a start or stopping point but it is always a work in progress. A school needs to have a mix of short term and long term goals and plans when it comes to technology (Graduate, 1996). Even if the school has long terms goals, these should be looked at about every 6 months to make sure the technology purchases are not outdated. With the rapid changing technology it is very important to have a committee of educators who are responsible to keep the plan changing regularly. They should be people in the school who are using technology and trying hard to keep up to date on the new technology coming out. Another important part of the plan is the implementation of technology. In order for teachers to use technology effectively they need to know what technology is available to them (See, 1992). The plan has to have a way to implement this, whether it is the members of the committee or a general professional development session. In order to have technology used in the classroom, it is crucial that teachers understand what technology is available to them and how to use it. An effective plan will not put in technology for the sake of teaching kids about technology. It will inspire the system to integrate technology into the very fiber of the classroom. Technology can take kids places they never dreamed of going. At the same time, in the same room, three different students can have

three different experiences all focused on the same goal, learning about the industrial revolution. While one is learning about how it started, another learns about where, and a third learns about the consequences good and bad. These three all compile their information and the result is three students who all took ownership of the topic and learned something they may have missed in a normal lecture. In order for the technology plan to be effective it can’t just add computers to the school, it needs to include how the technology will be able to be integrated into the classroom (See, 1992). The plan needs to prepare for equipment to go obsolete. According to Larry Anderson (Anderson, 2001) most electronic equipment will go obsolete in about three years. This is a small investment when you consider the role of the school system being to prepare students in 21st century skills. It is so much easier to teach them collaboration and other 21st century skills on the tools they will actually use once they graduate from school. The school’s financial plan to replace technology regularly will take some of the shock off of needing to update the equipment regularly. A school’s technology plan can be mostly short term when it comes to what types of technology to purchase, but it ultimately has to be a long-term implementation of technology plan. It needs to include short, middle, and long-term goals and the middle and long term goals need to be more along the lines of getting technology in the hands of as many people as possible to teach 21st century skills and to have money available in the budget to keep hardware to use for updates and upgraded technology. The plan needs to include how teachers will learn the technology so they’re comfortable using it in front of a class of students. Ultimately a well-written technology plan can help point the entire school in the direction the school wants to go for the future.

Sources Anderson, L. (2001). The Role of a School Business Manager in Technology Planning. Retrieved from http://www.nctp.com/html/sch_bus_mgr.cfm Graduate Students at Mississippi State University. (1996). Guidebook for Developing an Effective Instructional Technology Plan. Retrieved from: http://www.nctp.com/downloads/guidebook.pdf See, J. (1992, May). Developing effective technology plans. Retrieved from http://www.nctp.com/html/john_see.cfm

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