Visionary Leadership in Instructional Technology

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 curriculum for all learners. The model focuses on goals and
recommendations in five areas: learning, assessment, teaching, infrastructure and
productivity.

Technology Plan Evaluation

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.
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,
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Technology Plan Evaluation

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.sunassociates.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
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
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Technology Plan Evaluation

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/EDUEd_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 product and process perspective. Dimensions of this model include a content
dimension, interaction dimension, support dimension, and product dimension.

Technology Plan Evaluation

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.

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.

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

Assessment of
Telecommunicatio
n Services

Needs Assessment

Needs Assessment is
absent, incomplete or
is submitted late.

Technology Plan Evaluation

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
Provides clear and
the current and future strong description of
use of technology in
how technology is
enhancing the
currently used in
teaching-learning
learning
process for students.
environment and
Little detail on how
ways it will be used
technology will be
to achieve
integrated into learning
instructional
and curriculum.
outcomes; describes
Submitted on time.
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.

Budget

No funding process is
included.

Broad and general

funding methods are
included. These

The plan includes a

specific funding
process is included

Technology Plan Evaluation

Evaluation

Timeline

Conclusions and
Recommendations

methods are limited to

traditional resources.

which describes in
detail traditional and
nontraditional
resources. The
funding describes
how each aspect of
the goals and
objectives will be
met.

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.

No timeline for
implementation is
included.

A broad or nonsequential 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 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.

Technology Plan Evaluation

Evaluation of Bartow County School Districts 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/S
ytem_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.

No assessment of
telecommunication
services is included.

The plan provides

some assessment of
telecommunication

The plan includes a

comprehensive
assessment of

Assessment of
Telecommunicatio
n Services

Technology Plan Evaluation

services but in a
general sense not
specific to the
effectiveness of the
technology plan as a
whole.

telecommunication
services including
connectivity,
upgrades, services,
and electronically
delivered learning
resources.
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.

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.

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
Provides clear and
the current and future strong description of
use of technology in
how technology is
enhancing the
currently used in
teaching-learning
learning
process for students.
environment and
Little detail on how
ways it will be used
technology will be
to achieve
integrated into learning
instructional
and curriculum.
outcomes; describes
Submitted on time.
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

There is no indication

The professional
9

There is indication

Technology Plan Evaluation

Development

of professional
development being
provided in the
technology plan.

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.

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.

No timeline for
implementation is
included.

A broad or nonsequential timeline is

included in the plan.

The plan includes a

clear and defined
timeline which
addresses the
implementation of
the goals and
objectives.

Timeline

10

Technology Plan Evaluation

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.

11

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.

Technology Plan Evaluation

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Technology Plan Evaluation

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.

13