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Running Head: Funding Technology Procurement and Lifecycle Replacement

Funding Technology Procurement and Lifecycle Replacement


Christopher D. Humphreys
University of South Carolina Columbia
EDET 746 Management of Technology Resources

On my honor as a University of South Carolina Columbia student, I have completed my


work according to the principle of Academic Integrity. I have neither given nor received
any unauthorized aid on this assignment.

Christopher D. Humphreys

October 5, 2014

Funding Technology Procurement and Lifecycle Replacement

The school technology procurement and lifecycle replacement program is at the


forefront of integrating 21st century skills into teaching and learning. Without a solid
foundation from which to begin teachers and administration will quickly become
frustrated and revert to what they know best and the technology will fail to support their
teaching. Providing schools with a plan to fund, procure, support, and replace will
ensure success when implementing a technology plan.
Currently our staff uses Smart Boards, ELMO document cameras, Smart
Response systems, digital cameras, aging desktops, laptops, and a number of software
resources purchased by the district. However, many of these technologies were
dropped off in the classrooms with little or no instruction on the integration of them into
the classroom instruction and learning.
Our school has recently decided to undergo an overhaul as we transition from an
aging facility to a newly built modern 21st century facility. Our mission is to identify a new
technology that will serve the students and staff beginning in the 2015-2016 school
year. Our goal for the administration and advisory committee is to design a way to fund,
procure, support, and replace the technology that has been chosen at our school.
The administration, meaning the district superintendent, principal, budget analyst,
supply technician, information technology, and network systems and the advisory
committee, meaning grade level teachers, special area teachers, special education
teachers, and educational technologists have worked tirelessly on this project.
Preparing students with 21st century learning can be facilitated, in part, through the
integration of instructional technology into classrooms (Jones, Fox, & Levin, 2011).
The first step was identifying what technology was needed in the school and
classrooms to support our schools Mission Statement and Vision Statement. Both are
tied to 21st century learning and global skills. The administration and advisory committee
developed a needs assessment survey. The survey solicited responses to questions on
topics ranging from comfort level with learning new hardware/ software, classroom
needs, parent support, how technology is used in your classroom, and what types of
technology are you interested in using in your classroom to name a few. The survey
was conducted individually using Google Apps for Education. Prior to the survey being
sent out the teachers were given a notice about what was coming in advance to allow
for time to really think about their daily interactions with students as to get the best
feedback as possible. The responses were varied in what the staff envisioned the
school needing in the area of technology. The advisory committee was responsible for
compiling data when the responses had all be submitted. Then they were to create a
presentation of the findings to submit to the administration. Once the administration had
been briefed on the responses a meeting date was set to identify the technology that
best support the school and staff. The administration and the advisory committee after
careful consideration of all stakeholder groups involved decided to replace all of the
desktop and laptop computers with new Surface Pro 3s from Microsoft.
The Surface Pro 3 was the best choice for our new program based on the needs
assessment survey, administration and advisory committee input, research by the
district and school educational technologists, and the mandatory design guidelines of
our new facility. The Surface Pro 3 meets and exceeds these requirements on every
level. The Surface Pro 3 is a tablet that can replace every current desktop and laptop

Funding Technology Procurement and Lifecycle Replacement

with a single device. With the introduction of numerous Web 2.0 tools and apps these
tables are incredibly fast and efficient with its 4 th generation Intel Core processor. It also
has a 12 screen that is full HD and has a fully functional keyboard to make it more
versatile, as well as the ability to support Windows software. Other devices can be used
with its USB 3.0, microSD card reader, and a mini DisplayPort. They are light and thin.
Both of these allow it to be moved for use in any environment from sitting in the
computer lab to a breakout session with other students or to work independently. It also
has an advanced battery life of 9 hours. The HD cameras allow students to take photos
and video from both sides of the Surface Pro3. It also has a pen feature where students
can write ideas, take notes, and be engaged with their learning. They also have a palm
block feature that allows the device to recognize the difference between the pen point
and your hand resting on the screen as you write.
The second step is funding the project to purchase 100 Surface Pro 3s. The
administration and the advisory committee looked at what the current budget is for the
desktop and laptops in hardware/ software updates, support, warranties, and
replacement costs. Once those numbers were calculated they were reported to all
stakeholders. Each group was assigned the task of finding one way to fund the project.
The administration was responsible for writing a grant requesting federal monies. The
advisory committee was responsible for designing a fundraiser using Boosterthon. This
would engage the students and parents as well as the community in supporting the
school to purchase the needs devices. The students would get family and friends to
support them in running, walking, skipping laps around the track for a pledged amount
of money per lap. That money would be sent in or pledged using Boosterthons website
where friends and family could donate from around the world. The PTO would get
sponsors in the community to donate money for a gold tournament. This would be were
students, staff, and the community come together on the golf course. We could invite a
few local golf heroes to come to boost participation. Between the three major
fundraising methods the school netted the necessary capital needed to purchase the
100 Surface Pro 3s.
The third step is to design a support plan that will ensure that teachers, students,
and staff are comfortable, aware, and successful in the implementation of the Surface
Pro 3 tablets into the different learning environments found in the new school facility.
Some of the problems associated with unsuccessful integration of technology include
the lack of support for training and continuous education programs regarding computer
integration by local school boards of education (Vitchoff, 1989). The administration and
advisory committee developed a comprehensive staff development program that is
aligned to the technology plan and the needs of the students. The program is designed
in a 12 step process of learning, using, and integrating the Surface Pro 3 into teachers
classroom instruction and students learning. Because the teachers and students will be
working and learning in a new 21st century environment it was important for them to get
hands on practical application time on using them and trusting students to use them in
support of the their work. The teachers will receive a module of training every week for
the first four weeks. These modules are self paced and are designed to allow every user
the time needed to become comfortable with the device. Other trainings on software will
be offered once a week during the first school year and once a month the following five
years. Staff development and training for the implementation and integration of

Funding Technology Procurement and Lifecycle Replacement

technology in school systems is needed in order to successfully implement and


integrate it effectively. Studies have consistently showed that without training, teachers
feel incapable of successfully implementing and integrating the technology in their class
settings (Olson,1986; Jukes, 1996).
The second issue pertaining to support is the in technical support provided by the
vendor in this case Microsoft. Traditionally, the vendor offers 90 days of technical
support for preinstalled software. The school does and has chosen to participate in the
Microsoft Complete package where we get two additional years of technical support.
This is something that any teacher or staff member could do with issues that arise
during this time period. After the two years and 90 days have ended the districts IT
personnel will take over the technical support. Teachers and staff will then be required to
submit a Help Desk ticket for needed support. This will help teachers feel more
comfortable when running into a problem. Availability of district or school level support
resources can increase the implementation of teaching technologies (Sundeen, T., &
Sundeen, D., 2013). It is important that when devices in the classroom are not working
correctly and technical support is unavailable or not timely, to understand that teachers
may not continue using new technologies in their classrooms (Sundeen, T., & Sundeen,
D., 2013). The technical support plan is in place to help reduce these issues from
occurring on a regular basis.
The fourth step is to design a lifecycle replacement plan that will not only support
the school and staff now but in years to come. The lifecycle replacement plan begins
with all devices purchased by the district or individual schools to have a 3 to 5 year
warranty period. This is to reduce the amount of support needed from the IT department
and the local educational technologists. The Surface Pro 3 typically comes with a 1 year
limited warranty. However, since the decision was made to purchase the Microsoft
Complete package that is extended out from one year to three years. It also has an
accidental damage protection provision even from drops and spills. This is important do
to the nature that they are being purchased. They will be consonantly moved from one
location to another within the different learning environments of the school. With the
Microsoft Complete program teachers and staff can continue to contact the Answer
Desk with questions even after the warranty runs out. This will help teachers feel more
comfortable when running into a problem.
The supply technician is responsible for the DRMO or relocation of the current
desktop and laptops back to the vendors and finalize any outstanding contract
obligations. They are also responsible that the Information Technology Requirements
Analysis is completed with the devices and all necessary equipment and software are
ordered in accordance with the regulations of purchasing equipment. The supply
technician is also responsible when new equipment arrives to sign for, and issue
individual inventories for teachers. They are also required to tag with the schools bar
code before distribution takes place. These bar codes allow for tracking and ease the
burden of servicing and maintaining the devices.
This plan was designed with as much detail as possible and any over sight may
be brought to the attention of the administration and/or the advisory committee at the
earliest possible opportunity. The team is prepared to move the school into the 21 st
century through the process of funding, budgeting, supporting, and replacing our old
technology with this new innovative tablet and all of its intended uses.

Funding Technology Procurement and Lifecycle Replacement

References
Jones, R., Fox, C, &. Levin, D. (2011). National educational technology trends:
Transforming education to ensure all students are successful in the 21st century.
Glen Burnie, MD: State Educational Technology Directors Association.
Olson, J. K. (1986). Computers in Canadian schools: Curriculum questions from
classroom practice (Report No. 012-182). San Francisco, CA: American
Educational Research Association. (ERIC Document Reproduction Service No.
ED 271 105).
Ramirez Jr., A. (2011). Technology Planning, Purchasing and Training: How School
Leaders Can Help Support the Successful Implementation and Integration of
Technology in the Learning Environment. Journal Of Technology Integration In
The Classroom, 3(1), 67-73.
Sundeen, T., & Sundeen, D. (2013). Instructional Technology for Rural Schools: Access
and Acquisition. Rural Special Education Quarterly, 32(2), 8-14.
Vitchoff, L. (1989). Issues around integrating technology into the educational setting.
(Report No. 014-441). (ERIC Document Reproduction Service No. ED 320 536).