charter school k-12

Critique the existing technology plan in your school/district and answer the following questions:
1. How did the plan meet the existing needs in technology, funding, and management issues?

My school does not have an existing technology plan, but if they did, the technology budget should not just be "whatever is left over". "A good technology budget aligns to goals. Budgets ought to be a subset of a larger technology plan that’s tied directly to district and school goals." (Johnson, 2011)


2. How did the goals provide the measurable outcomes for future improvement?

Again, my school did not have any previous or existing technology goals, but one way to come up with measurable outcomes is to ask many different people to be a part of the technology committee- teachers, principals, parents, students, etc. "An advisory committee is a great help for the technology budget maker. A good advisory committee will also insist on some kind of assessment that helps answer the question, Did expending funds in this way have the anticipated result?" (Johnson, 2011)It is best to have a replacement cycle in place before computers are old and beginning to break down. "Do not keep computers going that are at end of life. Once a computer is more than five years old, we don’t fix it. Put the old machines that will be recycled when they break into non-missioncritical places." (Johnson, 2011)

One aspect of future improvement to keep in mind is how often computers will need to be replaced. "A sustainable technology practice means not purchasing more technology than a school can regularly maintain, upgrade, and replace... Computers much more than five years old become unreliable. If we’re going to replace our computers every five years, we need to purchase 20 percent of them new each year. Therefore, our annual computer budget needs to be .20 replacement rate x [number of computers] x $1,000—this year and every year from now on. If you don’t maintain the technology, you get unreliable computers that teachers won’t use." (Johnson, 2011)


Training and staff development is another vital aspect of a technology plan. No matter how much technology is available, if teachers are unsure of how to incorporate it into the classroom, it will be useless. "Technology training has three simple but important components. Every device, application, and system needs to come with instructions on why it’s useful, how to use it, how to use it to support teaching and learning." (Johnson, 2011)

3. How did the strategies defined to meet the proposed objectives?

There was no previous technology plan or objectives, but one aspect to keep in mind in any technology plan is how the technology will be used in the classroom. "Successfully integrating technology into all facets of the school, especially classrooms, begins with a well-crafted technology plan that is aligned with the district and/or school strategic plans. Technology plans provide the vision for integrating technology into classrooms to enhance student learning." (Vojtek, 1998)

The technology plan should have specific strategies to meet the defined objectives. "Technology plans provide a systemic framework to coordinate efforts and assist districts in achieving their vision or something far beyond today's imagination through 'stretch' goals." (Vojtek, 1998) "No matter the underlying reason for writing a technology plan, the most important part of the technology plan is the process of creating the plan and involving key stakeholders throughout the initiation, implementation, and institutionalization phases of the plan." (Vojtek, 1998)

One proposed objective should be that decisions are made by a group of teachers, principals, and perhaps even parents and students. One person should not be making all of the technology decisions. "All key stakeholder groups should be involved in developing a district and/or school technology plan. Consider including representatives from these groups: administrators, coordinators (especially building and district technology coordinators), staff developers, teachers, classified support staff, parents, members of school councils, business/school partners, and students." (Vojtek, 1998)




References:
Stretching Your Technology Technology Dollar.Full Text Available By: Johnson, Doug. Educational Leadership, December 2011, Vol. 69 Issue 4, p30-33

Start with a good plan to achieve your vision.Full Text Available By: Vojtek, Robert; Vojtek, Roseanne O'Brien. Journal of Staff Development, Spring 1998, Vol. 19 Issue 2, p59-61

Aldine ISD - Elementary Donzella Manuel Week 12

Critique the Existing Technology Plan

1. How did the plan meet the existing needs in technology, funding, and management issues?

Technology
The plan met the existing needs in technology by implementing Educator Preparation and Development: which consists of Technology staff development to integrate technology into the curriculum and instruction. A District Technology Course Catalog which outlines workshops available on the district website. Our district will provide face-to-face, computer-based, or web based instructions.
The following categories of workshops is being designed to meet the needs of teachers and administrators:
Awareness - skills needed for staff to manage their needs, such as Basic Operations of Computers, Use of the Internet, Internet Searches and Technology Planning, Policies and Procedures, etc.
Application - skills needed for the staff to acquire the productivity skills they would need for word processing, spreadsheets, databases, thinking maps, and web design, etc.
Integration - skills needed to provide teachers with resources and modeling on how to infuse the technology and the Internet into the curriculum and instruction.

Management
For the plan to meet the existing needs, management must approved and hire a Technology Resource Teacher and a Master Technology Trainer to carry out the district needs for technology staff development and for teachers to integrate technology into the curriculum and instruction.

Funding
The budget presented in this plan includes funding for hiring a Technology Resource Teacher (TRT), a Master Technology Trainer and for the purchase of handheld devices (tablets) for students. The plan met the existing needs in funding because our district was again awarded e-Rate funds, State, Federal, and local funds, as well as using the school budget to fund other technologies. Our Technology Specialist have been doing the grant writing and applying for grant and other private funds.



2. How did the goals provide the measurable outcomes for future improvement?
Before the implementation of the plan, evaluation of the plan will be conducted which consist of many levels such as re-evaluating the district with the assessment tools not used in the original assessment including the Texas STaR Chart results, student assessment, portfolio analysis, and alignment and integration into the district and campus technology plans. The Technology Management Team will oversee the evaluation process and prepare a formative report twice a year. The technology plan committee will evaluate the effectiveness of the plan. Aldine ISD believes that formal evaluation and communication processes are the key to establishing trust and the basis for establishing a framework for accountability in learning and technology for the future. Throughout the lifespan of this technology plan, evaluation information will be compiled, evaluated, shared, reported and archived. This information will be utilized later for the next district long-range technology plan.

3. How did the strategies defined to meet the proposed objectives?
The strategies defined meet the proposed objectives because they are clear and aligned with the Long-Range Plan for Technology (2006-2020). Thinking through strategies and requirements will reduce costs and increase efficiency -- reducing false-starts, ensuring compatibility with existing technology, and accurately addressing the district's unique situation and needs. To evaluate success and identify areas of improvement, review the original success measures created and evaluate progress against those original success measures. Our district will gather data through follow-up surveys and interviews of teachers, managers, and IT professionals.
Because integrating accessible technology is a long-term goal, we will recognize and reward success and follow through on feedback received.

References:
 Bamberg, W. (2009-2015). Aldine ISD Technology Plan. Retrieved March 4, 2012, from http://www.aldine.k12.tx.us

Searight - Critique the Existing Technology Plan

 Critique the Existing Technology Plan

1.         How did the plan meet the existing needs in technology, funding, and management issues?

I feel like the overall plan for technology, funding and management meets the existing needs for the campus.  The plan is also closely aligned with the departmental goals and the strategic plan for the entire campus.  As seen below, I aligned departmental goals with the objectives.  My goals are ten closely aligned with our strategic plan.

Goals:

McLennan Community College has an integrated state-of-the-art information technology environment to:

1.         Improve Student Learning with technology resources

Improve student learning through instructional technology.

2.                 Improve institutional decision-making

Improve decision making by increasing access to valid and reliable institutional data.

3.                Improve Instructional and Administrative technology access

Improve access to software, hardware, and network resources.

4.               Improve technology customer support systems

Provide 24/7 technology support for the McLennan Community College user community. Develop online support and professional development resources for student, faculty, and staff.

Objectives:

A.               Provide faculty and staff with training, support and access to technology resources (including local computer technical support) to enhance teaching and learning activities and student support services. (1), (3)

B.               Provide secure, reliable, timely data in a format that can easily be accessed and analyzed by faculty, administrators, and staff. (2), (3), (4)

C.               Provide students with efficient and intuitive online support services. These services will be available to students 24/7 from anywhere. Emphasis will be placed on student self–service. (3), (4)

D.               Develop a stable, long-term plan and funding source to meet the ongoing need for renewing and upgrading technology resources in campus computer laboratories and for faculty, staff and administrative functions. (1), (2), (3), (4)

E.                Utilize technology to ensure that the campus is a safe and secure environment. (3)

F.                Facilitate communications with students, faculty, staff, alumni and the general public. (3)

G.                 Include campus technology needs as an integral part of the campus planning and budgeting process. (1), (2), (3), (4)

H.               Provide the network infrastructure to support and enhance instruction and the College’s administrative services. (1), (2), (3), (4)

I.                  Maintain a vital Technology Advisory Committee (TAC) as defined in the College’s Shared Governance Structure. (1), (2), (3), (4)

J.                Monitor educational trends and related research, evaluate emerging hardware and software tools, continue to assess faculty needs, and track student technology trends. (1), (2), (3), (4)

K.               Develop a website that is functional, intuitive, and supportive to the college’s diverse student population and will assist students in becoming independent information seekers. (1), (2), (3), (4)

L.                Ensure faculty and staff have a means for requesting technology for instruction or administrative functions as a part of the annual development of the College’s requested and required technology budgets. (1), (2), (3), (4)

M.             Maintain data integrity and provide a reliable system for storing and retrieving institutional data. (1), (2), (3), (4)

Technology:

Provide faculty and staff with training, support and access to technology resources (including local computer technical support) to enhance teaching and learning activities and student support services. (1), (3)

Provide secure, reliable, timely data in a format that can easily be accessed and analyzed by faculty, administrators, and staff. (2), (3), (4)

Provide students with efficient and intuitive online support services. These services will be available to students 24/7 from anywhere. Emphasis will be placed on student self–service. (3), (4)

Develop a stable, long-term plan and funding source to meet the ongoing need for renewing and upgrading technology resources in campus computer laboratories and for faculty, staff and administrative functions. (1), (2), (3), (4)

Utilize technology to ensure that the campus is a safe and secure environment. (3)

Facilitate communications with students, faculty, staff, alumni and the general public. (3)

Include campus technology needs as an integral part of the campus planning and

budgeting process. (1), (2), (3), (4)

Provide the network infrastructure to support and enhance instruction and the

College’s administrative services. (1), (2), (3), (4)

Maintain a vital Technology Advisory Committee (TAC) as defined in the College’s Shared Governance Structure. (1), (2), (3), (4)

Monitor educational trends and related research, evaluate emerging hardware and software tools, continue to assess faculty needs, and track student technology trends. (1), (2), (3), (4)

Develop a website that is functional, intuitive, and supportive to the college’s diverse student population and will assist students in becoming independent information seekers. (1), (2), (3), (4)

Ensure faculty and staff have a means for requesting technology for instruction or administrative functions as a part of the annual development of the College’s requested and required technology budgets. (1), (2), (3), (4)

Maintain data integrity and provide a reliable system for storing and retrieving institutional data. (1), (2), (3), (4)

Funding:

Develop a stable, long-term plan and funding source to meet the ongoing need for renewing and upgrading technology resources in campus computer laboratories and for faculty, staff and administrative functions. (1), (2), (3), (4)

Include campus technology needs as an integral part of the campus planning and budgeting process. (1), (2), (3), (4)

Ensure faculty and staff have a means for requesting technology for instruction or administrative functions as a part of the annual development of the College’s requested and required technology budgets. (1), (2), (3), (4)

Management:

Provide secure, reliable, timely data in a format that can easily be accessed and analyzed by faculty, administrators, and staff. (2), (3), (4)

Facilitate communications with students, faculty, staff, alumni and the general public. (3)

Include campus technology needs as an integral part of the campus planning and budgeting process. (1), (2), (3), (4)

Maintain a vital Technology Advisory Committee (TAC) as defined in the College’s Shared Governance Structure. (1), (2), (3), (4)

Ensure faculty and staff have a means for requesting technology for instruction or administrative functions as a part of the annual development of the College’s requested and required technology budgets. (1), (2), (3), (4)

Maintain data integrity and provide a reliable system for storing and retrieving institutional data. (1), (2), (3), (4)

2.         How did the goals provide the measurable outcomes for future improvement?

At MCC we develop “strategies” that are measurable.  Therefore, each objective will have a strategy associated with it.  I will provide the strategies in my final technology plan.

The Strategic Planning Committee coordinates the development of specific goals and objectives to allow the campus to accomplish its mission.  The goals and objectives include measurable outcomes that are used to determine progress toward fulfillment of the college mission and toward the priority initiatives. The committee uses departmental goals and objectives, institutional effectiveness data, data from the environmental scan, and other institutional data to develop strategic goals and objectives. The proposed strategic plan is submitted to all campus leaders for comment and review.  The committee incorporates comments and suggestions and submits a final proposal to the Board of Trustees and President for approval.

3.         How did the strategies defined to meet the proposed objectives?

Each strategy is very detailed and generally includes specifications, prices, justification, ranking and strategies to measure the outcomes.

References:

Illich, P. (2012, January). Mcc's office of research

     planning and institutional effectiveness. Retrieved

     from http://mcciep.mclennan.edu/

Katy ISD- Ashley Peabody

1. How did the plan meet the existing needs in technology, funding, and management issues?


Technology: Katy ISD constantly promotes the ongoing use of implementing technology in classroom by the teaching, learning, and commitment to providing students with the skills to succeed in the 21^st century.  Katy ISD’s mission statement promotes  leadership “in educational excellence, together with family and community, provides unparalleled learning experiences designed to prepare and inspire each student to live an honorable, fulfilling life...to create the future” (Long-Range Technology Plan, 2011). The current technology plan is focuses on improving technology through implementing a variety of new technology tools, providing professional development, and to provide students with different hands-on opportunities by using different technology applications. The primary focus for Katy ISD's technology plan is to provide teachers with different professional development activities. This will help teachers learn how to use the different tools available effectively and efficiently. It will also provide teachers with the necessary skills on how to integrate technology into the classroom.  The purpose of the technology plan is to find different ways to better serve the students by implementing technology


Funding:  Katy ISD funding for technology is broken down into four categories; teaching and learning, educator preparation and development budget, administrative and support budget, and infrastructure for technology (Long-Range Technology Plan, 2011). Katy ISD utilizes eRate to help fund the different technology and professional development needs. Katy ISD also utilizes grants, partnerships, and donations as another form of funding to help support the different needs within the district. Katy ISD currently has full-time grant writing team to pursue additional resources relating to technology (Gillman, 2012).  


Management: Management issues are resolved by having qualified personnel to evaluate the needs, installs, and manage the technology.  The plan involves hiring a technology specialist for every campus to help teachers’ with different technology needs, provide students with technology lessons monthly in the computer lab, and to provide different professional development activities for teachers. Katy ISD human resources and administrators will manage the hiring of the technology facilitators and makes sure they are fulfilling the duties of their position. Also, the current technology resources are managed by Katy ISD’s technology department (Gilman, 2012).


2. How did the goals provide the measurable outcomes for future improvement?

Katy ISD goals created for the technology plan are all aligned with the standards set by the US government, state, and school district. All of the goals are assessed and measured by classroom walk-throughs, teacher observations, surveys, interviews, and the completion of the STaR chart (Gillman, 2012). All of the information gathered is closely analyzed to find the strengths and weaknesses of each goal. Than Katy ISD will use the goals as a guide of what needs to be measured. The information should be shared with others to make revisions and improvements for the future (Frazier & Bailey, 2004). This is an ongoing process that is constantly being looked at.

3. How did the strategies defined to meet the proposed objectives?

Every strategy is broken down into the necessary steps to meet the objectives implemented into the goal. Each objective needs to be classified under wither, technology, funding, or management. There categories serve as a primary in respect of achieving these objectives. This relates because in order to evaluate if teachers are effectively integrating technology into the classroom walk throughs as strategies.  Dick and Carey (2006) believe that strategies need to be used to develop the instruction, and to set criteria to evaluate the materials and to make the necessary revisions. This is kept in mind when establishing the appropriate learning opportunities.  

References:

Long-Range Technology Plan. (2011). Retrieved January  30, 2012, from Katy ISD:

            http://www.katyisd.org/technology/Documents/2009-2012ePlan.pdf

Gillman, H. (2012, Feburary 10). Technology Teacher. (A. Peabody, Interviewer) 

Frazier M., & Bailey, G. D. (2004). The Technology Coordinator's Handbook. Eugene, OR: International Society for
           
           Technology in Education. Retrieved April 16, 2012, from Questia database: http://www.questia.com/PM.qst?  
       
           a=o&d=113454356


Dick & Carey (2001) Designing and Conducting Instructional Strategies. Retrieved (2012, April 16) 


         from https://www.courses.psu.edu/trdev/trdev518_bow100/D_C10present/tsld001.htm

CFISD Kristina Coen

1. How did the plan meet the existing needs in technology, funding, and management issues?

FUNDING:

The plan that I have developed focuses on reorganization of personnel and therefore shifting of human resources. I felt that a district so large that it contains ten high schools alone could not truly function with only 8 instructional specialists for the entire district. Therefore, I felt that these individuals along with specialists from the curriculum and instruction department known as Curriculum Technology Coaches should be reassigned and place on a campus. I realize that this goal will have to happen in phase and I suggested that the schools that demonstrated the greatest need should be the first to receive these human resources to their campuses. I feel that moving personnel would allow the district to truly get its money’s worth and become more efficient with our tight budget.  In addition to this I also promoted the creation of a grant writing committee in order to secure resources and to help campus become proactive in their search for funding and material. Grant writing should not be something that is only encouraged at the district level every educator should have some basic training in regards to grant writing. Of course, my plan did focus on the primary allocation of funding to come from traditional sources such as local, state, and federal funds. My plan also includes the continuation of the help from E-Rate since it provides discount allotment of necessary equipment. 

MANAGEMENT:

Due to the reassignment of personnel in an effort not only to be more financially savvy but to also create a streamlined system of command. Currently the entire district shares eight instructional specialists that are responsible for all campuses K-12. Considering that there are fifty-two elementary schools alone I can guarantee that the level of service they receive is not equitable at best. The ultimate goal would be to have a technology specialist at each campus yet this would have to be done in phases over a period of time. The technology-training specialist will be responsible for cataloging and recording attendance and trainings offered. Such information will be vital to gauge the progress of achieving the stated goals and objectives of the technology plan.

TECHNOLOGY:

Using ISTE standards as a baseline of performance teachers will be expected to enhance their curriculum with technology integration as well as increase time spent attending professional development within this topic. The current district technology plan teachers are not held to the ISTE standards as well as gaps in accountability of technology integration in the classroom.

2. How did the goals provide the measurable outcomes for future improvement?

I feel that the goals created establish high aspirations for the district. But high expectations need to have a ladder to help you reach such high goals. Therefore, each goal contains objectives that readily breaks down specific components that contain measurable indicators in order to evaluate progress.

3. How did the strategies defined to meet the proposed objectives?

Each goal and its corresponding objectives are categorized into one of three topics: technology, funding, or management and thus the strategies used are selected to optimized a particular objective. For example, in order to successfully determine the whether teachers are integrating technology at the advanced level classroom observations and review of lessons plans is a necessary strategy.  In order to better help and support the teachers year round support is needed at the campus level. Hence, the inclusion of reassigning existing technology personnel to help those campus in the greatest and then continue to build a strong technology personnel base from this model.

Elementary-Angela Ortiz- Wk 12 step 9

1.      How did the plan meet the existing needs in technology, funding, and management issues?

Link elementary school does not have a technology plan in place; however, my technology plan for Link elementary is based on the Spring ISD long-range technology plan 2011-2014.

Spring ISD technology plan identified the district needs through a comprehensive needs assessment, utilizing the campus and district Star charts, on-going participation in the Schlecty Group design, teachers surveys, inventories, and  feedback from campus technology representatives (Spring ISD Technology Plan, 2011).

District funding needs are met by seeking e-rate discounts and other funding sources (grants, donations, technology allotment). Funds are distributed for staff development, telecommunications and Internet access, materials and supplies, equipment, maintenance, and miscellaneous expenses.
Technology needs are met by providing the equipment to each school. The technology department is in charge of repairs and network issues when school request maintenance and technical support.
Management issues are met by the technology department and its instructional specialists designated to visit each campus when needed. My district provides staff development opportunities for teachers periodically.  Anderson (1999) states:

 A technology plan should be about people. What better use could we make of our planning documents than to take this opportunity to discover, develop, and champion the amazing resources and talents that lie within the people who surround the school, business, or other organization for whom we are developing this plan? As the written plan lists members of various committees, this is a marvelous opportunity for us to discuss the compilation of cooperative endeavors that emerge as people engage in meaningful, informed dialogue leading to significant, positive action for a technologically-enhanced learning environment (p. 3).

2.  How did the goals provide the measurable outcomes for future improvement?

Every five years the district develops a long range planning document entitled, The Five-Year Education Plan for Spring ISD. This plan guides the district each year for the next five years as it plans to meet the needs identified in the document. The district also develops a yearly plan, based on the Five-Year plan, which enables the district to focus on an annual basis, on its stated goals and objectives. In this yearly plan, there are changes and modification to establish a feasible plan. The plan stresses the importance of ongoing and sustained staff development in the integration of technology into the curriculum for teachers, principals, administrators, and school library personnel to further the effective use of technology in the classroom and library media center. The plan is consistent with the recommendations for Local Education Agencies as defined by the Texas Long-Range Plan for Technology in the areas of Teaching and Learning, Educator Preparation and Development, Administration and Support Services, Infrastructure for Technology, and the e-rate applications guidelines and state standards (Spring ISD Technology Plan, 2011).

3.      How did the strategies defined to meet the proposed objectives?

Each year, the Objectives and Strategies from the District Technology Plan are incorporated in the Technology section of the annual plan. There is an established monitoring process that requires district staff, specifically, the Director of Instructional Technology and the Director of Technology, to report on progress toward the plan’s stated goals in a quarterly review. In addition to this process, periodic status reports on the implementation of the technology plan are given to the Board of Trustees. Major changes to the plan, or mid-course corrections due to changes or improvements in technology, are discussed with the District Technology Committee, Executive Leadership Team and the Board Subcommittee on Technology. These changes are reflected in a shared computer document that is distributed to the District Technology Committee, the Curriculum and Instruction Directors and the Executive Leadership Team. Further, campus technology progress is evaluated based upon the technology objectives written in each annual Campus Improvement Plan. These campus objectives are written based upon the campus needs assessment and the goals and objectives of the District Technology Plan. They are reviewed semi-annually by the principal, the campus advisory committee and the Directors for Elementary and Secondary School Improvement (Spring ISD Technology Plan, 2011).

References

Anderson, L. (1999). Technology planning: It’s more than computers. National Center for Technology Planning. Retrieved April 16 from http://www.nctp.com/articles/tpmore.pdf

Spring ISD Technology Plan (2011 – 2014). Technology planning committee. Provided by K. Koop, Instructional Technology Specialist.

Casey Smith - Middle School

1. How did the plan meet the existing needs in technology, funding, and management issues?

The existing needs for Cy-Fair ISD are clearly addressed in the current technology plan. The plan states the following needs:

Need 1 – The district has a need to increase the frequency and level of utilization of technology in the teaching and learning process. The Technology Application TEKS provide a framework for the integration of technology into the students’ learning experience. When coupled with the technology-based elements of content TEKS, the student has substantial opportunity to use technology to
assist in learning.

Need 2 – The district has a continuing need to maintain and increase the level of professional development necessary to assist teachers in using technology effectively in the teaching and learning process.

Need 3: The district has a need to continue to provide administrative leadership and support for teachers in the use of technology. Additionally, the district needs to continue to invest in upgrades and new technology-based products and services to increase the district's operating efficiency and effectiveness.

Need 4 - The district has a need to continue to update and enhance its technology infrastructure consistent with the Texas STaR chart and as necessary to support the teaching, learning, professional development and administrative needs of the district. All stakeholders recognize the need for the provisioning, maintenance, and replacement of assets. This is particularly true for technology assets.

The Objectives for the technology plan were clearly linked to each of these needs as outlined by the district. Needs 1,2, and 3 meet the management needs of the district. Needs 3 and 4 meet the technology needs of the district. Thankfully, Cy-Fair is an extremely large and wealthy district who does not have many budget restraints. Budget needs are minimal or are easily met.

2. How did the goals provide the measurable outcomes for future improvement?

Each goal is broken down in the plan into Objectives and Strategies. Each strategy has a clear list of evidence supplied in the technology plan so that the district can easily come back and look at their plan for evaluation. As far as MEASURABLE outcomes, I feel Cy-Fair ISD's technology plan is lacking here. Objectives are stated in general wording such as "Increase the degree to which campus and district administrators utilize technology to improve productivity and effectiveness." Other objectives are more measurable, but even one objective phrased in such a way can hinder the district from reaching a goal or evaluating their success.

3. How did the strategies defined to meet the proposed objectives?

Strategies are broken down into detailed steps. For example, for the above mentioned objective, the following strategies appear:

Provide or upgrade PDA's, Principal Toolkits and/or other technologies to district/campus administrators to maximize productivity.

Implement a district-wide workflow system to reduce paperwork and increase
efficiency.

Expand the scope of the digital conversion project to include additional employee documents, district financial records, and student cumulative folders located at each campus.

Implement a training program to increase the proficiencies of campus/district administrators in the use of technology.

Strategies listed are vague at times and do not really outline how it should be accomplished. CFISD might find more success in the future by outlining clearly measurable objectives with clear step-by-step strategies to achieve their goals.

Resources:

C-Fair ISD Technology Plan (2011). Retrieved April 16, 2011 from http://www.cfisd.net/dept2/technology/Technology%20Plan.pdf

Bridget Costello Week 12 step 9

1. How did the plan meet the existing needs in technology, funding, and management issues?


My plan met existing needs in technology because it is helping teachers to be more efficient in their technology using. They will not have to be waiting for technicians to come and fix simple solutions. They will become more knowledgeable in their computer usage by doing these simple trouble shooting tips. One of the goals of our professional development technology plan is for "Staff development sessions provide ample “hands-on” experience with technology (Huntsville Independent School District, 2010– 2013)." What better way to give "hands-on" experiences than by actually getting your hands in a computer!

As for funding, my goal of having more teachers to write grants will allow teachers to try and get the things they need  from a grant before going out and asking for the district to buy them or buying them, themselves. This will help alleviate a lack of funds in both the teachers pockets and the districts budget.

The management goal of asking teachers for suggestions for the upcoming years professional development will keep teachers involved in the training and also make it more beneficial to all that are involved.


2. How did the goals provide the measurable outcomes for future improvement?


The goals have provided measurable outcomes because more and more teachers are doing simple trouble shooting tips to help themselves be able to use technology more efficiently. We would like to say that we are trying to help out the technicians, but most people are just trying to be able to use their computers and technology more frequently. When teachers have to wait for technicians to come up to the school to work on their devices, it takes time away from using it for their lesson. If teachers can quickly fix their computers on their own, they do not have that lack in usage time.


As for the funding goal, more grants were written than any other year in the past 5 years. More people were aware of the ability to get funding for their resources, and more teachers were wanting to write grants because they know that funding is still being cut for the upcoming year. The representative from HEF, Sara Williams, also was on hand and offered help to anyone who wrote a grant. I wrote a grant and Williams helped me to edit it and make it look better. She said, "Anyone can write a grant that wants to improve their classroom (Williams, 2012)."


As for management, the measurable outcomes will be the results of the surveys from teachers at the end of the year. Administration will then go through these surveys and check to see what teachers want and work those into our professional development plan. They will be able to get teachers the training that they want and be able to reach more teacher's goals.

3. How did the strategies defined to meet the proposed objectives?
Our technology plan does not have a strict timeline for when these strategies need to be implemented. It has suggestions of goals, but not defined objectives. Taking the proposed goals and making more specific objectives may help for the technology plan to become more effective.


Bibliography:

Huntsville Independent School District. (2010– 2013, July). Retrieved April 16, 2012, from       Technology Plan: http://www.huntsville-isd.org/pdf_files/TechnologyPlan2010-2013.pdf

Williams, S. (2012, April 14). HEF Representative from Stewart Elementary. (B. Costello, Interviewer)

Beaumont ISD, Joy Schwartz

Week 12 Step 9 - Critique the Existing Technology Plan

Critique the existing technology plan in your school/district and answer the following questions:

Discussion STEP 9: 

1.  How did the plan meet the existing needs in technology, funding, and management issues?

After conducting a needs assessment, our district identified the following critical areas of need in technology, funding and management issues.

*Time to accommodate technology-related professional development
Due to increased demands on the time of all personnel, the scheduling of staff development opportunities continues to be a challenge. Various methods of training have been incorporated into staff development, however reaching all necessary staff with effective training is not always accomplished. The district has begun to evaluate on-line, on-demand, and real-time video-based training on a small scale to see if technology can assist with effectively reaching all users. The initial response has been very positive. Utilizing this technology is proving to be a great success since ALL users can be reached with the necessary information at a time when the individual is available to participate. This new type of professional development delivery will greatly reduce the amount of necessary trainers while effectively conveying topic specific staff development to ALL users. This new solution however, brings about new challenges. Not only will the district have to invest in hardware and software to deliver the content but will also be required to have necessary technical personnel to ensure that the infrastructure is available at all times.

*Need for technical personnel to support all existing and new technologies
Technology continues to change on a daily basis and the demands for utilizing new technologies in the classroom are sky rocketing. Many technologies which have traditionally been maintained by other departments are now being incorporated into the IT world. These technologies include security systems, voice communications, video, and building controls just to name a few. These new technologies can greatly enhance learning, provide for safer schools, and reduce overall costs but not without an impact on IT environments. The necessary skilled personnel will have to be put in place to support the new demands in all areas of computing

*Increased need for instructional technology personnel in the classrooms
Teachers are focused on delivering the best possible lessons in classrooms and have been well-trained in traditional teaching methods. In today’s technology world, teachers must be able to embrace and incorporate new teaching methods into their curriculum utilizing these innovative technologies. By implementing new positions in instructional technology, classroom teachers could begin to observe and develop new lessons geared towards technology-minded students.

*Demands for technology funding
Funding continues to be a challenge for all school systems and with current economic trends there is no change on the horizon. Districts must try to find creative solutions for funding projects while at the same time working smarter to reduce costs in all areas. The district will continue to focus on funding sources such as grants and E-Rate while at the same time evaluating technologies which can potentially save dollars through reduced energy consumption and consolidation of services.

I still maintain that on paper our district has a fabulous technology plan.  They conducted a thorough needs assessment across the district, and I think they identified four areas which need more attention.  The question I am to answer, however, is how did the district meet the existing needs in technology, funding, and management.  The plan includes a need for professional development on-line, on-demand, and real-time video training.  This has not been met. The district offered some training online a couple of years ago, but nothing since. 

Another need was technical support personnel for all the new technology equipment.  That need still exists. operation.

A third need was that of an instructional technologist on each campus to assist teachers with lesson plans and incorporating technology into their daily classroom routine.  That need has not been met either.  As a matter of fact when I had the opportunity to attend a district planning meeting at the administration building last a SHSU classmate, the supervisor of instructional technology and myself each voiced the need for and the importance of this position.  Our current superintendent said there was no funding for such a position, however, it is in the district plan! Our superintendent-elect seems to have technology as more of a priority though.

The fourth need is the only need that I feel has been satisfied.  We continue to receive the e-rate funding each year.  I am not sure what other avenues the district seeks funding from, but I have been invited to serve on a district technology team and we are to meet May 11, and that is one of my first questions: Where else are we seeking money?

2.  How did the goals provide the measurable outcomes for future improvement?

The goals for professional development had measurable outcomes of the number of documented hours accumulated , an increase in attendance at technology training, and computer-based training staff development logs.  No specific percentages or numbers were associated with the measurable outcomes, but all of these items can be analyzed to assist with future improvement of technology training.

The measurable outcomes for both of the mentioned personnel would obviously be the hiring of said personnel.  When these positions are created and filled, then we will know that we have met these goals.

For the funding, one measurable outcome would be the e-rate grant awarded yet again.  Other measurable outcomes include the number of grant proposals submitted to external resources, and the number of grants received.

3.  How did the strategies defined to meet the proposed objectives?

One strategy is to continue to receive the e-rate grant or funding. For the district to continue to receive this grant each year the district must reapply, and submit a technology plan for the district and it must be approved by TEA.

Another strategy for funding is to seek out other grants.  The district will need a grant writing team that will follow TEA’s guidelines.  Some possible grants available are: American Reinvestment and Recovery Act,Carl D. Perkins, No Child Left Behind, School Improvement Program,  Statewide Longitudinal Data System LEA Grant, Title VI, Part B, Subpart 2 – Rural Low Income School Program, Life Skills Parenting Program, Optional Extended Year Program, Prekindergarten Early Start (PKES) Tier 2, Year 2, Special Education, Student Clubs Grant, Cycle 2, and Student Success Initiative Program  (SSI). (TEA, 2012)

To improve the number of attendees at technology professional development, some strategies are to provide ongoing sustained professional development, and also, provide on-line staff development registration and records portfolio.

The strategy for the personnel positions is to provide a technology-proficient, certified teacher to serve as full-time instructional technologists on each campus as a natural part of staffing. 

References

BISD Technology Plan.  (2010).  

TEA Grant Resources. 2012. Retrieved on March 19, 2012 from http://www.tea.state.tx.us/index2.aspx?id=2147487920&menu_id=951.

Region & Higher - Norma Vazquez

Critique the existing technology plan in your school/district and answer the following questions:

1. How did the plan meet the existing needs in technology, funding, and
management issues?

Since IT@Sam does not have an existing technology plan there is no plan for me to critique. However, upper management is in the proccess of developing a plan that will be in alignment with the university's strategic plan. My concerns with the plan is that it may not address the current needs in technology, funding, and management since the focus is being placed in alignment with the strategic goals. The only thing that is assessible that identifies any strategic goals is a website that includes 6 Strategic goals and indicators for each one. However, based on the dates listed on the website the content is over 5 years old ("Strategic Goals", 2007).

References:

Strategic Goals. (2007). Retrieved on April 16, 2012 from the Sam Houston State University website at http://www.shsu.edu/~ucs_www/goals.html

2. How did the goals provide the measurable outcomes for future improvement?

• Information Technology will increase the percentage of faculty utilizing the web-based learning management system. During FY07, participation was approximately 71%. We will target a participation of 75% for FY08.
  *This specific goal specifies an increase in participation from faculty utilizing the web-based learning management system. This goal can be measured by checking the learning management system to obtain an actual number of classes being taught.
  
• Information Technology will increase the number of participants in one-on-one, group, or town hall training. During FY06 we had 218 participants. Based on current reservations for FY07, we estimate 229 for the year. We will target an increase of 5% for FY08. Information Technology will conduct an annual survey of teaching faculty regarding satisfaction level with student computer labs. We will target a 90% satisfaction level for the first year survey. *This specific goal addresses the number of participants for our trainings and an increase in satisfaction levels. The number of participants can be measured using a login sheet to track the number of participants attending. The satisfaction level will be measured by assigning a number weight to each question to get an average overall rating. Since there is no present data to which to compare the client satisfaction level to determine if there was improvement.

• Information Technology will continue to attend state, regional, and national
  conferences. During FY06 Information Technology attended approximately 11
  conferences. We will target to increase attendance to 12 conferences for FY08.
  *This goal address the number of professional development conferences attended by IT@Sam staff. This can be measured by gathering the travel and purchasing documentation for each conference.
  
• Information Technology will target a goal of three presentations made by
  Information Technology staff at state, regional, or national conferences during
  FY08.
  *Again this can be measured by gathering the actual presentations presented by our staff; however, there is no past data on the number of presentations on past conferences therefore we are unable to measure if there was an improvement.

• Information Technology will increase the number of visits to the SHSU web
  site. Visits for calendar year 2006 were approximately 17,000,000. We will
  target an increase to 20,000,000 for calendar year 2007.
  *This goal measure the number of visits to the main website. It can be measured using Google analytics to see if there was an improvement.
  

References:
Strategic Goals. (2007). Retrieved on April 16, 2012 from the Sam Houston State University website at http://www.shsu.edu/~ucs_www/goals.html

3. How did the strategies defined to meet the proposed objectives?

Since there is not a technology plan with proposed objectives there is no way to determine whether the strategies meet the proposed objectives. Based on the indicators provided in the website that includes the Strategic Goals I feel that those indicators were appropriate. However, it does need to include what the purpose behind each strategy. For example in the following strategic goal "Assist University departments with web page design to help increase the Internet
search ranking of SHSU" (Strategic Goals, 2007) there should be an objective that is in alignment with the University's strategic plan. For this particular goal I feel that it would fit well under the university goal that states "Place a targeted emphases on marketing and institutional branding" (SHSU Strategic Plan, 2011) because improving the hits should help market our university. Addtionally, it would fit well under the following goal that states "Identify appropriate five-year plans for targets for enrollment growth and mix and it's instructional and service implications" (SHSU Strategic Plan, 2011) because with more hits on our sites we hope that more students will enroll.

References:
SHSU Strategic Plan. (2011). Retrieved on April 16, 2012 from the Sam Houston State University website at http://www.shsu.edu/~pre_www/documents/StrategicPlanFinal8%201%2011%20-%20Aug%202011.pdf

Private School - Susan Bevier

Week 12 Step 9 - Critique the Existing Technology Plan

Critique the existing technology plan in your school/district and answer the following questions:



1. How did the plan meet the existing needs in technology, funding, and management issues?

The existing technology plan for Rawson-Saunders School is out-of-date, written at least six years ago. It was written based on the Texas Campus STaR Chart, and addresses campus technology in four areas: Teaching and Learning, Administrative Support and Outreach, Educator Preparation and Professional Development, and Infrastructure for Technology. The Texas Campus STaR Chart’s four sections are Teaching and Learning; Educator Preparation & Development; Leadership, Administration & Instructional Support; and Infrastructure for Technology (Texas Education Agency, 2006).

The existing technology plan does not address funding of technology. The Texas Campus STaR Chart’s only mention of funding refers to the goals and objectives in the Campus Improvement Plan, not the technology plan:

“Campus discretionary funds and other resources are allocated to advance implementation of all technology strategies to meet the goals and objectives outlined in the Campus Improvement Plan.” (Texas Education Agency, 2006)

The existing technology plan addressed management needs in terms of planning, purchasing, and implementing student management software, and creating core competencies for the faculty, setting expectations for the faculty to achieve that level of competency, and planning and supporting professional development in technology. Implied in the plan is administrative support for all its components.

Technology is addressed in the existing plan by creating a robust infrastructure. When the plan was written, Rawson-Saunders had a peer-to-peer network; the plan was to create a client/server network and wireless access. The technology plan also specifies technology in the classroom to support teaching and learning: presentation equipment and computers.

2. How did the goals provide the measurable outcomes for future improvement?

A technology plan is to ensure that technology is effectively integrated into instruction. It should be more than a roadmap for providing computers and software, but must promote professional development and support, meaningful learning in the classroom, and provide the mechanism for evaluation and change. It should be a part of an overall school improvement plan (November, 1998). Although November wrote about the development of the technology plan more than ten years ago, his description is still relevant today.

The existing technology plan was written as a part of the school improvement plan. The plan’s goals are not broken into measurable objectives, but are measurable in that they are assigned dates by which they must be realized.

3. How did the strategies defined to meet the proposed objectives?

The technology goals are realized through effective planning strategies. The strategies should address resources, training, support, innovation, and communication (Decker, 2004). The existing technology plan does not specifically list strategies. The plan does list objectives with associated dates for implementation, which becomes a timeline. While this is not the same as strategies, it does provide an order for implementation.

Resources

Decker, K. (2004). Technology planning strategies. Retrieved April 16, 2012, from http://www.eric.ed.gov/PDFS/ED490100.pdf

November, A. (1998). Critical Issue: Developing a school or district technology plan. Retrieved February 25, 2012, from http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te300.htm

Texas Education Agency. (2006). Texas campus STaR chart. Retrieved April 16, 2012, from http://starchart.epsilen.com/docs/TxCSC.pdf