Running head: TECHNOLOGY PLAN EVALUATION 1

Technology Plan Evaluation and Annotation

Georgia Southern University

Mandy Beverly

Mustapha Cabbell

Megan Anderson
TECHNOLOGY PLAN EVALUATION 2

Annotations

Anderson, L. (1994, March). Technology Planning: Recipe for Success. Retrieved February

01, 2016, from http://www.nctp.com/html/tp_recipe.cfm

The National Center for Technology Planning (NCTP) provided an outstanding resource

that metaphorically compared a Technology Plan to a recipe book; where there are certain steps

that you must follow, and depending on your intuition the result may be ordinary or excellent.

The source clarified exactly what a Technology Plan is and the purpose of having one for every

school system. Uniquely given, the recipe enlightens the reader on not only how to implement

the creation of a plan, but also on how to critique one as well. When evaluating a plan, NCTP

states that the first criticism should be the effectiveness of the Technology Plan. Secondly, the

article gave insight on other critiques that must be made to evaluate a plan properly, including

but not limited to: vendors, training of personnel, reward structure, incentives, the compatibility

of equipment, materials, development of professionals, and services for students with special

needs. The article is a great resource when planning a Technology Plan, as well as learning how

to critique a plan.

Culatta, R. (n.d.). Future Ready Learning: Reimagining the Role of Technology in

Education. Retrieved February 01, 2016, from https://www.usinnovation.org/

reports/future-ready-learning-reimagining-role-technology-education

When questioning oneself about the proper creation, implementation, and evaluation of a

Technology Plan, examining a National Technology Plan can be beneficial. Throughout the

article, there is much to be learned about the purpose of a plan and how such plan benefits the

nation and subsections of that nation. The empowerment of learning through technology is
TECHNOLOGY PLAN EVALUATION 3

examined along with professional development and learning. Even more, assessment of learning

is scrutinized and directions are given on how to use technology-based assessment. The article

also helps the reader understand the infrastructure of a Technology Plan. Most importantly, the

plan emphasizes that there are still discrepancies in all technology plans that need to be

addressed.

Risley Middle School. (n.d.). Retrieved February 02, 2016, from http://flashmedia.glynn.

k12.ga.us/risleyMiddle.cfm

This technology plan is a well organized example. It includes a table of contents that

allows the reader to know how the plan is set up. It includes the administration plus the names of

the technology plan committee members. There is also a team of volunteers that are involved in

planning each year. The plan includes the mission, vision, and goals. It is very detailed about the

number of technology equipment for administration, student, and community use. It contains a

technology use policy for students, teacher, and community member. The plan shows an analysis

of the achievement gap for the school and has a plan to meet the schools achievement goals.

Schmitt, C. (2003). Technology in Schools - Chapter 1: Technology Planning and Policies,

Technology in Schools: Suggestions, Tools, and Guidelines for Assessing Technology

in Elementary and Secondary Education. Retrieved February 01, 2016, from

http://nces.ed.gov/pubs2003/tech_schools/chapter1.asp

The Institute of Education Sciences (IES) provides chapter-by-chapter instructions and

details about the development and implementation of technology plans. Ken Eastwood states that

developers should Build a technology plan around teachers needs, and they will come;

meaning that if a technology plan assists teachers with their own personal classroom instruction,
TECHNOLOGY PLAN EVALUATION 4

the needs the school system overall will be met. This article provides the phases of a technology

plan, which helps the reader understand the basic necessities of a plan. The article also provides

additional resources and ideas for evaluating a technology plan. Discussed in the article are also

multiple ideas of how to write a technology plan that is comprehendible. Lastly, the resource also

discussed how a plan or policy can be further developed.

Sundeen, T. H. & Sundeen, D. M. (2013). Instructional technology for rural schools: Access

and acquisition. Rural Special Education Quarterly, 32(2), 8.

Integrating technology has the potential to transform education; however, technology is

not equally available in all districts. This is especially true for the rural districts. One way to

provide more equality is to find the most cost effective resources possible. This journal article

discusses types of instructional technology, the availability, options for acquisition, and funding

available. With technology changing daily, this article may seem dated; however, it is a starting

place for areas to know the technology available, how it is used, and cost estimates for the

accessibility section of the technology plan.

U. 10 tips for School Technology Planning. (n.d.). Retrieved February 02, 2016, from

http://www.scholastic.com/browse/article.jsp?id=52

Most businesses or corporation should have a type of technology plan in place.

However, in a recent annual survey or nonprofit organizations, only 55% of respondents said that

they have a formal technology plan. Having a technology plan indicates that your corporation

has put some thought into its technological needs for the future. A good technology plan will

ground technology decisions to increase operational efficiency and effectiveness.

Unknown. Developing an accessible technology plan. (n.d.). Retrieved February 4, 2016

TECHNOLOGY PLAN EVALUATION 5

from https://www.microsoft.com/enable/business/plan.aspx

There are five steps presented for developing an accessible technology plan. The first

step is to define the accessible technology strategy by including a vision statement, objectives,

budget, responsibilities, and next steps. Next, requirements should be identified with the

following included: needs assessment, evaluation of current state of technology, accessibility of

features, and measures of success. Third, accessible technology should be designed, developed,

and purchased by a foundation of stakeholder input. Implementing and training consume the

fourth step. Finally, maintaining technology and continuous learning creates awareness and

support while lengthening the life of the technology. This article from Microsoft summarizes the

necessary components of a successful, workable technology plan.

U. Technology Planning: Are You Navigating without a Map? (2012). Retrieved February

042016, from http://nonprofitquarterly.org/2012/12/05/technology-planning-

are-you-navigating-without-a-map

In the past the difficulty when dealing with technology planning was not knowing what

new technological advancement would pop up next. Now, with economic hard times it makes it

even more difficult to see what could be emerging in the future. This article provides ten tips on

how to plan effectively and stay focused on the outcome of the technology plan.

U. (2015, December 8). Technology Planning Toolkit Home. Retrieved February 01, 2016,

from http://www.nheon.org/techplanning/index.htm

The New Hampshire Department of Education has posted a toolkit online that takes the

reader or committee step-by-step through the process of writing or updating a technology plan.

Not only does the government program offer tips and advice, it also provides a recommended
TECHNOLOGY PLAN EVALUATION 6

outline for a technology plan. The site is easily accessible and has a menu to browse the different

stages of the technology planning process. Also provided are national resources, a sample

mission and vision statement, and a basic template for developing goals for success. There is

even a discussion on professional development and involvement of school community including

the use of technology. The site is beneficial for the basic understanding of a technology plan and

determining how a proficient plan aids educators as well as the community.

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

With the need for integrating technology into classrooms, more attention has been given

by researchers, policy makers, and educators to creating a technology plan. As part of this

technology plan, a school includes the following: expectations, goals, contents, and actions for

integration. In addition, the plan should include the overall philosophy of technology use, how it

will improve teaching and learning, and lists a sequence of implementation. This article

describes the TPS (Technology Planning in Schools) as a cyclical process (continuous

improvement) that includes a content dimension (content in the plan), an interaction dimension

(stakeholder involvement), a support dimension (support available to shape plan), and a product

dimension (technology plan document). This article is beneficial in understanding the process of

creating a technology plan.

TECHNOLOGY PLAN EVALUATION 7

Technology Plan Rubric

Teacher Name: ___________________

CATEGORY 4 3 2 1
Goals Goals are broad Goals are realistic Goals are not Goals are neither
and realistic when and cover most realistic, but realistic nor do they
addressing the subjects concerning cover most cover the needs of
needs of teachers' the needs of subjects teachers and
and learners' teachers and concerning the learners. Goals do
needs. Goals learners. Goals needs of not answer the
clearly answer all answer questions teachers and majority of
questions concerning the learners. Goals questions
concerning the instruments needed. answer most of concerning the
instruments the questions instruments needed.
needed for concerning the
development of instruments
technology in the needed.
school system.
Professional The plan clearly The plan clearly The plan is The plan does not
Development describes the describes the mostly clear clearly describe the
technology technology skills when describing technology skills
needed skills. needed and steps the technology needed or steps to
Plan describes the which teachers and skills needed reach the required
steps in which other staff will take and steps which level of
teachers and other to reach the teachers and competency. The
staff will take to required level of other staff will plan does not
reach the required competency. Does take to reach the describe strategies
level of not describe required level of for staff
competency. strategies for staff competency. development,
Describes development or Does not incentives, or
strategies for the incentives. describe provide resources
development of Resources are strategies for for professional
the staff and provided for staff development.
incentives. professional development,
Resources are development. incentives, or
provided for provide
professional resources for
development. professional
development.
Telecommunica The plan exhibits The plan exhibits The plan is not The plan seldom
tions services, the installation the installation and clear o n some of mentions the
TECHNOLOGY PLAN EVALUATION 8

hardware, and and regular regular process of the installations installation and
software process of updating of technology regular process of
updating telecommunication and how regular updating
telecommunicatio s, hardware, and the technology telecommunication
ns, hardware, and software. is updated. s, hardware, and
software. The Technology Filtering software. Filtering
technology filtering software is software is software is vaguely
filtering software vaguely described vaguely described and is
application is and is unclear of its described and is unclear of its
present mandated presence. unclear of its presence.
by the Children's presence.
Internet
Protection Act.
Accessibility of Every student has Every student has Most students Few students have
technology access t o access to have access to access to
resources technology at any technology at any technology at technology at
time, regardless of time, regardless of any time, school. Few
their gender, race, their gender, race, regardless of technological
socioeconomic socioeconomic their gender, resources are
status, or status, or race, available to adapt
intellectual intellectual socioeconomic to students needs.
abilities. abilities. status, or Students do not
Technology to Technology to intellectual have access to
adapt to students adapt to students abilities. Some computers.
needs are needs are available technology is
available in all to most classrooms, available to
classrooms. All and most students adapt to
students have have access to students needs.
access to computers. Few students
computers. have access to
computers.
Budget Provides a Provides a list of Provides a Provides a vague
detailed list of major technology vague list of list of technology
major technology plan projects, major plan projects,
plan projects, timeline of events, technology plan timeline of events,
timelines of and tasks. Provides projects, and tasks.
events, and tasks. a budget summary timeline of
Provides a of capital expenses. events, and
summary and Does not provide tasks. Does not
estimate of capital funding sources. provide a
expenses (on Budget is fairly budget
hardware, consistent with summary of
infrastructure, goals and capital
staff expenses. Does
TECHNOLOGY PLAN EVALUATION 9

development, and objectives of the not provide

software). technology p lan. funding sources.
Provides funding Budget is fairly
sources. Budget is consistent with
consistent with goals and
the goals and objectives of the
objectives of the technology plan.
technology plan.
Ongoing The plan clearly The plan identifies The plan The plan identifies
Evaluation identifies data data collection for identifies some some data
collection for effective data collection collections for
effective evaluation, goals, for effective effective
evaluation, goals, integration of evaluation, evaluation. Some
integration of technology into the goals, some evidence of an
technology into curriculum, a integration of ongoing process of
the curriculum, an seemingly ongoing technology, and speculation are
ongoing process process of a seemingly present. Realistic
of speculation, speculation, and ongoing process accomplishments
and realistic realistic of speculation, are evident in some
accomplishments accomplishments to and realistic cases.
to individual most situations. accomplishment
situations. s to most
situations.
Design The plan uses a The plan uses a The template is The template is
template and is template and is difficult to difficult to
easy to read and seemingly easy to understand. understand. There
understand. read and Spelling, are spelling,
Spelling, understand. grammar, and grammar, and
grammar and Spelling, grammar, punctuation are punctuation errors.
punctuation are and punctuation are correct. Headers Headers and footers
correct. Headers correct. Headers and footers are are not present.
and footers are and footers are present.
complete. complete.
Vision The vision The vision The vision The vision
Statement statement is statement is mostly statement is statement is not
concise and clear, concise and clear. understandable. included or does
dealing with States the team's States the vision not address
learning outcomes vision for using for using learning outcomes.
as well as technology to technology to
technology improve learning. improve
outcomes. States States the benefits learning.
the team's vision envisioned from the
for using result of the use of
TECHNOLOGY PLAN EVALUATION 10

technology to technology by
improve learning. students and staff.
States the benefits
envisioned from
the result of the
use of technology
by students and
staff.
Date Created: Feb 02, 2016 06:05 pm (CST)

Plan that was evaluated: Jeff Davis Technology Plan

https://www.jeff-davis.k12.ga.us/index.php/en/technology-plan

Recommendations for Jeff Davis School System Technology Plan

The plan begins stating its goals by using a broad, general statement that the Board is

committed to offering a quality education to all of the systems students. The first goal of

increasing the high school graduation rate and post-secondary enrollment rate is broad; however

there is no description of tools, instruments or methods that are needed for this development. The

second goal is broad, clear on how to accomplish the goal, and is realistic, stating that teacher

quality, retention, and recruitment will occur through hiring qualified teachers and given them

professional development classes. Goals three, four, and six do not necessarily answer concerns

or questions regarding instruments needed for developing the use of technology. Goals three,

four, and six are also not broad, however realistic. Goal five addressed the communication and

involvement of the community at school events, and was broad and realistic. The Technology

Plan deserves a three due to the fact that the goals are realistic and cover most of the subjects

concerning the needs of teachers and learners. The goals answer most of the questions

concerning the instruments needed to accomplish the goals.

TECHNOLOGY PLAN EVALUATION 11

The technology plan clearly established where the funds will derive from to provide

resources for professional development; Title IIA and state professional development funds. The

materials are promptly required to have a firm research-based record. The steps to obtaining the

resources are clearly stated as well. The resources which are provided are stated in the plan as

well. The plan does not clearly describe the skills needed to master professional development.

However, the steps to reach a level of competency are not clearly stated. Lastly, strategies for

development and incentives for developing professionalism during planning or summer periods

was addressed clearly. Although the plan does not clearly state the skills needed for professional

development, it succeeds in giving detailed descriptions of levels of competency, strategies for

development, and resources, earning a score of three for professional development.

The Jeff Davis technology plan is unclear about how often their programs are updated.

The plan lists several beneficial programs. It lists many of the online testing programs that the

district uses for the End of Grade Assessments and routine Benchmark Testing. The plan is very

vague about whether or not they utilize internet filtering for their students. I believe that being

this is a district wide plan, that is why it doesnt include details about telecommunications

services, hardware, and software. This is a plan that overviews all of the technologies in each

school within the district.

It clearly states that every student has access to technology at any time throughout their

school. It supports this fact by stating that each classroom in every school within the Jeff Davis

district has a classroom computer. There are also numerous labs throughout each school within

the district that are available to the student body. Race, ethnicity, gender, socioeconomic status,

intellectual status, etc. Everyone has access to technology in the Jeff Davis School System.
TECHNOLOGY PLAN EVALUATION 12

Although, the technology plan listed numerous programs that their district utilizes but it

not list a budget that the district follows. The plan included a list or planned projects but no

budget for those projects. It is important to include a budget in the plan to make sure that the

district is following the budget and not allocating unused funds. However, there is also a

possibility that the individual schools within the district contain a document that reflects their

budget. It is possible that the district did not include the budget because each school has a

different amount that is spent on technology.

The plan includes how the system will evaluate technology use and needs. The main

methods of evaluation include surveys and records of software and program use. There should

be more evaluation of how the technology impacts student achievement. This would make the

evaluation more effective. The corresponding goals and benchmarks are listed for each strategy

in the plan. There is some integration of technology in the curriculum; however, there seemed to

be more administrative goals and evaluation of the technology for administrative purposes than

student use. With students being the main focus of the schools, more strategies and integration

in regards to student use and success should be included. The benchmarks and timeline for

accomplishments seemed to be realistic for most situations.

This technology plan was very easy to read and understand. The use of a chart or table

aids in the ease of understanding and the organization of information. Each section of the plan

was clearly labeled with a section heading and clearly introduced. There were no spelling,

grammar, or punctuation errors found. Since this technology plan was presented as a website,

the headers and footers were different than if it had been a Word document. The website
TECHNOLOGY PLAN EVALUATION 13

included a header with the title of the website and the logo. In addition, a footer for the website

included the copyright information and credits.

The vision statement is mostly concise and clear. Some of the ideas were repetitive, and

the vision statement section got lengthy. However, it did stress the vision of technology being a

vital part of student use to prepare them for postsecondary school or the workforce. Benefits

from the use of technology were stated; however, they could have be more precise, clear, and

less wordy. Summarily, the vision did encompass improvement for learning, but it can be

written with more clarity.

TECHNOLOGY PLAN EVALUATION 14

References

Anderson, L. (1994, March). Technology Planning: Recipe for Success. Retrieved February

01, 2016, from http://www.nctp.com/html/tp_recipe.cfm

Culatta, R. (n.d.). Future Ready Learning: Reimagining the Role of Technology in

Education. Retrieved February 01, 2016, from https://www.usinnovation.org/reports/

future-ready-learning-reimagining-role-technology-education

Risley Middle School. (n.d.). Retrieved February 02, 2016, from http://flashmedia.glynn.k12.ga.

us/risleyMiddle.cfm

Schmitt, C. (2003). Technology in Schools - Chapter 1: Technology Planning and Policies,

Technology in Schools: Suggestions, Tools, and Guidelines for Assessing Technology

in Elementary and Secondary Education. Retrieved February 01, 2016, from

http://nces.ed.gov/pubs2003/tech_schools/chapter1.asp

Sundeen, T. H. & Sundeen, D. M. (2013). Instructional technology for rural schools: Access

and acquisition. Rural Special Education Quarterly, 32(2), 8.

U. 10 tips for School Technology Planning. (n.d.). Retrieved February 02, 2016, from

http://www.scholastic.com/browse/article.jsp?id=52

U. Technology Planning: Are You Navigating without a Map? (2012). Retrieved February

042016, from http://nonprofitquarterly.org/2012/12/05/technology-planning-

are-you-navigating-without-a-map

U. (2015, December 8). Technology Planning Toolkit Home. Retrieved February 01, 2016,

from http://www.nheon.org/techplanning/index.htm

Unknown. Developing an accessible technology plan. (n.d.). Retrieved February 4, 2016

TECHNOLOGY PLAN EVALUATION 15

from https://www.microsoft.com/enable/business/plan.aspx

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