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Hodges Fall 2010
Technology Plan Evaluation
Introductory Paragraph: Springfield Elementary School indicated the following in response to integrating the technology plan with other planning initiatives. Our five-year technology plan is tied closely with our school improvement plan that was written and approved by our faculty and staff during the 2004-2005 school years. This plan identifies strengths and weakness based upon surveys, observation, test scores, and interviews. It also included a time frame for implementation and improvement. There are several areas in the improvement portion of the plan that could be assisted with the use of technology. It is from our previous technology plan and our school improvement plan with which we began the process of creating our new five-year technology plan. Our five-year technology plan is also tied closely to a technology survey recently administered to our faculty and a student home technology survey that all students participated in at school. These surveys identified the strengths and weaknesses of our current technology program. It also helped to identify what technologies the teachers felt would help them enhance their instruction. The technology plan is due to be updated in the upcoming 2010-2011 school year. Technology Planning Analysis Rubric: Components Executive Summary 3 2 The technology plan provides adequate information about the students’ needs 1
and background as well as the recommendatio ns but lacks in the specific area of a conclusion and the of the teams findings. The technology plan should include the findings from surveys as well as summarizing the overall purpose of the technology plan. Identifies Contributors and Stakeholder Groups A complete description of the stakeholders was provided within the technology plan in the section “Planning Process”. Because of the specific section, planning process, no improvements will need to be made to this section. The vision statement provides an adequate description of how technology will improve learning but instructional outcomes are
not fully addressed. The vision statement will change as the faculty grows. The vision was put into place for the faculty, administration, students and parents to use. The mission statement addresses learning outcomes but provides limited information about what, why, and for whom the school district is doing the plan. The mission statement is not listed in a specific area but intertwined throughout the technology plan. Two areas where the mission statement is present is on page 5, “Technology Mission and Vision” and page 10 in the “GAPPS Analysis”. The technology plan document needs to add a
specific heading designated for the mission statement. Goals are broad, Goals may not comprehensive, clearly answer and realistic in the questions, addressing Who, What, By teaching and When? By how learning needs. much? The goals are According to broken down which into each instrument? specific section Include within starting in the the goal section section “Goals by how much. and Benchmarks”. The goals are broken down further by Access to Technology, Teacher Technology Use, Student Technology Use, School Readiness, School Support, Administrative Use of Technology, and Parent and Community uses of Technology. Provides most of the objectives. Some of the objectives may not be readily attainable or measureable. “Action Plan” is
the closest related section within the technology plan to the objective section. An objective section should be added to the technology plan. Technology has been assessed and analyzed but may not include summaries of information from all elements in the technology surveys. The GAPPS Analysis provides parent, student, and faculty surveys but does not provide summaries or conclusions of the surveys. Conclusions from the findings need to be present within this section. Adequately addresses most, but not all, of the most significant issues. There is not a specific area designated for general
issues. All of the information is intertwined throughout the technology plan. The technology standards are not addressed throughout the technology plan. There will need to be a section designated to general issues within the technology plan. Conclusions and Recommendatio ns Conclusions and recommendatio ns are missing or are not adequately justified based on the information gathered in the planning process. Within the action plan, recommendatio ns are made but the conclusion/ summary was not included in the technology plan. A Conclusion needs to be added to the end of the technology plan. Policy issues are absent within the technology
Acceptable Use Policy
plan. Acceptable Use Policies are present for the district but not present and specific for the school. The technology plan should have both the district and school’s acceptable use policy present in the technology plan and a specific area. Technology and Learning Statement Provides overview of the current and future use of the technology in enhancing the teachinglearning process for students. The technology and learning statements are not in a specific area but intertwined throughout the technology plan within the action plan. The technology and learning statement needs clarification. Technology standards, requirements and models are missing. Within
Technology Standards, Reqquirements, and Models for Technology and
the technology plan there is not a section or evidence of the technology standards. The technology plan needs to add in the technology standards and how they can be integrated within the learning process. Provides a general overview of current and needed technology competencies. Describes a few strategies and recommendatio ns for incentives and resources. Staff Development was explained in the GAPPS analysis section specifically “Teacher Technology Use”. Specific strategies need to be listed within the technology plan. Provides adequate but not a comprehensive description of
Projects, Budgets, and Timelines
technical support requirements and services. There is not a specific area within the technology plan for technical support but technical support is intertwined throughout the technology plan. There should be a specific area for technical support added into the technology plan. Provides most, but not all, of the project, timelines, and budget estimates information. Budget estimates and expenses are general statements. Projects, budgets and timelines are listed specifically within the action plan. The technology plan also states that the document is “live, changing
and reflects those changes”. Try to add in where expenses will be coming from. Clarity of Writing Writing is concise and clear. It uses active voice when appropriate. There are no misspelling, grammar, or punctuation mistakes. The technology plan was written with a clear understanding and is easy to understand due to having sections and headings.
Summary Paragraph: The institution’s technology plan did an adequate job listing the wants and needs of the teachers, students, administration, faculty, and parents of the school. We found the majority of the information from the rubric was located in the document; however, it was not necessarily in the area labeled on the rubric. In addition, parts of the information in the document were not specific enough to receive scores of three in each area, but enough information was given in all but about two areas to receive a score of two or better.
It is our belief that the document differs in large part because it is moving into its fifth year. The technology needs of the institution have evolved greatly. In all likelihood, the organization of the document was written to fit those past needs. When the institution’s technology committee comes together next year to rewrite the document, the team will most likely create a plan that will fit more into the standards of the rubric which was used to evaluate the current document and will no doubt receive three in most if not all of the areas.
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