Technology planning has entered a new phase. In the early years plans were focused on setting up the infrastructures necessary for success. The first technology plans had an emphasis on building out the network, providing computers in classrooms and labs, developing high level governance (example: hire a Director of Technology), insuring there was institutionalized tech support, professional development and funding.

 

After these plans were implemented, districts entered into a period of replacement and modification that did not require a major commitment to planning. If a district had 1,000 computers, a decent network, Internet access, tech support, and a decision making structure in place; the focus was on making minor adjustments to what was there. For example, a district might have created a bigger pipe to the Internet, upgraded the network to gigabit speeds, replaced computers that had "aged out", or upgraded operating systems. Initiatives like these did not require strategic plans. Because of this, planning became secondary and, if any was done at all, it was to conform to e-rate requirements.

 

We are now entering into a period of time where there have been significant changes in the learning environment, the world itself, and in the emerging trends and tools availble to schools. These changes call for a renewed commitment to planning, as well as new models of planning.

 

 

Sample Technology Plans

 

These plans are prototypes of new planning paradigms

 

 

New Template of a Technology Plan:

This places plan less emphasis on hardware and equipment

and more on the transformative ways technology

can be used to improve teaching and learning.

port chester plan.pdf

 

 

New Template of a Software/Content Plan:

This template introduces a structured approach to

acquiring software and digital content that is aligned

to the instructional goals of the school.

Content Adoption Plan 1.3.pdf

 

 

New Approaches to Including Students in Technology Planning:

This paper provides 6 concrete examples of how to include

students in the technology planning process.

how_to_include_students_in_tech_plan.pdf

 

 

Status of Past Plan Template:

This template helps assess the status of an existing plan.

Status of Past Plan.doc

 

 

Sample Old Technology Plan (circa 1995)

 A Sample of a Traditional Technology Plan:

This is an authentic technology plan developed in

the last decade. It captures many of the best practices

for planning that were appropriate for the time.

Prototype Old Plan.doc

 

 

 

Planning FAQ

 

Who should be included in the technology planning process?

Sometimes our tendency is to load the planning team with technology people. It is good practice to balance the team with a variety of stakeholders and informal building leaders. It is also good practice to include students and other members of the school community that will be affected by technology change.

 

How large should the planning team be?

While there is no set number of participants, a core planning team of no more than a dozen is optimum. In order to get more participation, the core (steering) team may break up into sub-groups composed of additional stakeholders, in order to take care of specific components of the plan.

 

How often and when should the team meet?

How often the team meets will be different for every plan; however,  nothing kills the spirit of a planning team more than having meetings where nothing has happened between meetings. Lack of progress will erode attendance and enthusiasm. Most of the work of the planning group should happen between meetings. The meetings themselves should be reserved for items that can only be accomplished by having the team together.

 

Short meetings of (1) or (2) hours can be unproductive because so much time is spent reviewing where the group was the last time they met.

 

What do we do when we are stalemated and cannot agree on a strategy or action plan?

Rather than continue to discuss and share team member opinions, a good way to break planning stalemates is to add to the body of knowledge around the planning table. Visit schools that have implemented one strategy or another. Ask whether they are happy with their decision. Would they do it again if they had the chance? If visits aren't possible, find research to analyze.

 

What pitfalls should we be looking for while planning?

Often, technology planning becomes about the technology itself and not teaching and learning. It is important that the filters be 1) Learning 2) Students 3) Technology. If not facilitated carefully, plans can deteriorate into equipment wish lists.

 

Every technology plan should recognize the key obstacles to its success and include strategies to overcome those challenges. Our advice is to include a strategy for leadership development at all levels, that has as its goal "systemic change". Our traditional approach has been to try to do this through professional development/training. In most cases, this does not bring about "systemic" change.

 

Watch for limiting and supportive beliefs. If the team begins the planning process with a strong sense that many things are not possible; it will diminish the scope and vision of the plan.

 

Any other advice?

Be sure the vision is clear and inspires the hearts and minds of the school community.

 

If it is worth doing, say "yes" first, even if you don't know how to get it done. Figure out how to accomplish it later. Some people insist on seeing every step before they commit to something. We would never have walked on the moon, flown at Kittyhawk, or discovered hundreds of lifesaving medicines; if we didn't believe the endeavor worthwhile, and then ommitted ourselves to "doing what it took" to succeed.