Technology Action Plan

Week 4 Assignment, Part 1: Development of an organization chart integrating technology

Using the campus and district improvement plans, and any suggested technology improvements, develop an organization chart that includes the following:

• Identify by title or job description all personnel/stakeholders responsible for integrating technology and instructional and organization leadership from the district office to the campus and classroom;
• Provide a brief description of the role and responsibilities of all identified personnel in your organizational chart;
• Discuss the role of the principal in making sure the organizational chart is implemented and monitored.

The principal’s role in making sure the organizational chart is implemented is necessary to the success of a campus that uses technology effectively. First, the principal must set a good example by using technology tools daily. Really, it’s up to the principal to interact with all of the entities on the organizational chart to make sure that technology use is implemented and monitored. Obviously, the principal works closely with the teachers by providing professional development opportunities and the technology resources. The principal must work well with the Technical Support group to keep the campus up and running. And lastly, it is very important that the principal works closely with the community and parents to bring fresh technological approaches and resources to the teachers and students. The principal is the point person for a campus and really is the defining factor in whether or not technology is a priority at his/her school.

Stakeholders and their Roles

Instructional Technology Department: Creates technology initiatives, develops technology training and implements staff development

IT Infrastructure Personnel: Creates and maintains network services

School Board Members: Approves funding and makes technology integration a priority
The Community: Demands technology education and supports it at home

Local Businesses: Partner with schools to provide additional equipment, training and real world speakers

Administrators: Require and inspire teachers to use technology, establish a culture of technology among all stakeholders on the campus

Technical Support: Fix computers and provide support for classroom teachers in use of technology

Teachers: Responsible for integrating technology through the use of technology and in the projects they require students to create

Students: Demonstrate a willingness to learn and use technology

Week 4 Assignment, Part 2: Professional Development Planning

Using the campus and district improvement plans, and any suggested technology improvements, develop professional development activities that include the following:

• Reference analysis and lessons learned about the technology needs from the Week 3 report;
• Addresses professional development designed to improve the gathering, analysis and use of data from a variety of sources;
• Includes professional development to improve decision making in the integration of technology with instructional and organizational leadership.

District initiatives address two areas: 1) Providing equipment (hardware and software); and 2) Providing the training to use the equipment. Putting equipment out without training is a waste of money because teachers do not use it. And providing the training without the equipment is a waste of time and district resources.

Providing the Equipment

Schools receive points based on enrollment and are allowed to chose a technology package from a menu. Packages vary from IVC carts to single computers to interactive teaching stations (white boards, doc cameras, eInstruction CPS, etc.) to mini laptop carts. Principals pick the equipment based on the needs of the campus. Teachers attend training based on the equipment they receive.

The district also sponsors a Caught You Award, where teachers who are caught using technology with students get a certificate. This makes them eligible for a monthly drawing, the prize being a computer, white board and projector.

Providing the Training

Title I and IID money (No Child Left Behind) specifies that a certain percent be dedicated to staff development. The district is able to use this money to pay trainers and the teachers who attend the sessions. Not only do the teachers get paid for attending the technology training, but they also get equipment when they are finished.

One such professional development plan encompasses a grade level initiative. The training is customized to the grade level curriculum (or the subject area). For example, K-2 teachers attend 9-12 hours of training and receive a computer with software and a printer for their classroom. The training is customized to the K-2 curriculum. This particular program is being offered in the spring, and I have volunteered to attend. Two teachers from each campus will go to 12 hours of training, get paid a stipend for our time and the campus will receive a computer, projector, software and wireless slate. Attendees will have the opportunity to pick from a variety of topics, including Office 2007, wikis and blogs.

Week 4 Assignment, Part 3: Evaluation Planning for Action Plan

The technology action plan integrating instructional and organizational leadership must include evaluation components that provide measurable outcomes designed to address the following:
• Uses data and other analysis from the Week 3 report, including using the campus and district improvement plans, and local or state technology plans;
• Provides assessments and/or monitoring reports measuring professional development designed to use technology to improve the gathering, analysis and use of data from a variety of sources;
• Provides assessments and/or monitoring evaluating professional development to improve decision making in the integration of technology with instructional and organizational leadership.

Evaluation Methods of Technology Action Plan

he evaluation process will measure how well the district meets the goals defined in the plan. Technology Services will be the coordinating body for evaluation, however, technology users throughout the district will be encouraged to contribute to the evaluation. The evaluation component of the plan relies on a broad spectrum of staff, ensuring that the measurement and evaluation of technology initiatives is open and focuses on how well students’ academic achievement were served. The evaluation will measure how well initiatives in the area of academic and administrative technology, infrastructure, and professional development and training opportunities have met the district’s technology goals. In conjunction with measurement requirements and suggestions from TEA, district successes in the technology area will also be measured by improvement in student and faculty technology competencies.

Statistical data on current technology deployment and current performance and competencies will be the primary evaluation tool for assessing the district’s current level of technology use. Student achievement scores, teacher and administrator competency ratings, computer to student ratios, network services speeds and bandwidth capabilities, and the number of desktops and computer labs are all examples of the type of measurement tools that will be used by the district to provide a numerical perspective on technology use and availability.
While quantitative tools such as STaR Chart levels, TAKS scores, and state and national tests will be used to measure success, other evaluation methods are necessary. The district will employ additional evaluation methods that include state and national test scores, benchmarks for technology proficiencies, and surveys. The most complete picture of the current state of technology use will also require campus surveys, teacher input, and parent, student and community views.

In general, the evaluation methods will measure progress throughout the course of the plan. Additionally, the variety of evaluation methods will not only afford a numerical comparison, but will also provide a comprehensive evaluation of technology use through campus assessments, student feedback, and interviews with campus faculty and administrators.