technology action plan


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this technology plan reflects current research, areas of growth regarding professional development and evaluation tools and an organizational chart

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technology action plan

  1. 1. Technology Action Plan ♦ General Focus: Maximizing the use of technology to impact decision making in instructional and organizational leadership and professional development. Our country has taken a more aggressive approach to technological advancement than in years past. Research indicates that “since 1999, Congress has devoted over $275 million to the Preparing Tomorrow’s Teachers to Use Technology program” (Royer, 2002, p. 233). The allocation of funds as indicated by our government sends a clear message that technology drives our future and we must prepare for it. The expectations of students to possess high levels of technology experience are increasing in accordance with the educational output and future contributions to society. As indicated in the Week 3 Report, the District and Campus Improvement Plans reflect over 7 different technology- based software programs being utilizing at the elementary grade level to provide integral educational support for learners in reading, math and writing for grade levels K-5. This is essential to build a strong foundation for all students including those with special needs to progress academically. Continued use of these programs in conjunction with weekly supervised internet research-based projects will be significant in providing our students with a 21st century education. ♦ Instructional and Organizational focus: To increase access to technology for students and teachers while improving overall classroom interaction and enhancing the learning environment. Campus Leadership must be pioneers and technology advocates in creating the standards and expectations for staff to imitate. Administrators must focus on ensuring that technology integration is a priority with the goal of “revolutionizing classroom teaching practices that create learning environments capable of preparing a new generation of learners for a 21st century workplace driven by the acquisition and manipulation of information” (Mills, Tincher, 2003, p. 383-384). Clearly this approach necessitates the proper resources and the education of leaders, as well as the staff and faculty, in order to grow professionally and become equipped with the necessary knowledge and skills. My campus interviews reflected the vital need of staff to no longer be complacent in being a “technology immigrant” and focus on developing skills to identify with that of a “technology native”. The District Technology Plan revealed over $46,000,000 in bond funds allocated to upgrade, replace and purchase technological tools enhancing the learning environment for over 115,000 students. A challenge often in remaining updated with the latest innovations is that technology changes and improves itself so quickly becoming obsolete and often prevents us from possessing the most current gadgets or software. Nevertheless, it is crucial to utilize our limited funds particularly on research- based technology to ensure that overall benefits are maximized appropriately. ♦ Professional Development: Dedication and commitment to develop and strengthen the professional community among educators. We can no longer afford to “throw our hands up in the air” regarding technology and remain complacent. Almost every aspect of our lives involves the use of technology in some manner. True technology integration is teachers modeling, applying, collaborating and problem-solving in classroom learning environments. In order to accomplish these goals, educators must be provided with the necessary tools to improve their comfortability and knowledge base regarding technology in general. The round table panelists indicated the significant need to provide ongoing staff development promoting collaboration and a safe environment for exploration. Our roles as educators are to ultimately prepare each student for life outside of the classroom but we must start inside the classroom first.
  2. 2. ♦ Findings Pertaining To Growth Areas: ▪Access to Professional Development-Early Tech per STaR Chart ▪Ongoing budget issues limiting equitable technology distribution per Admin. interview ▪Online professional development courses utilized by only 1/3 of teachers per Project Tomorrow surveys ▪No evaluative tools reflecting technological professional development feedback per Admin interview ▪More technology usage, support, and interaction from teachers and students per student interviews ▪Only 1/3 of parents felt that their schools were successfully incorporating technology in the classroom per Project Tomorrow surveys ♦ Activities Needed as a Result of Findings: ▪Provide interactive training regarding employee website features ▪Develop “cheat sheet” for quick reference tips regarding staff website and smartboard usage ▪Provide a list of district approved and/or recommended websites with interactive games and educational support classified by grade levels and content area for quick reference ▪Create a technology wiki for staff to provide constructive feedback regarding technology integration and usage in addition to uploading developed technology works promoting shared resources ▪Utilize online technology professional development courses at least semi-annually for all staff ▪Disseminate pamphlets to parents regarding current and future trends in technology usage including online safety tips. In addition, post pamphlet info on campus website. ▪New teachers will mentor and collaborate with veteran teachers regarding curriculum-based technology integration per round table interviews ▪Create a “Technology Exchange” which provides online display of student and staff collaborations regarding content areas ▪Provide semi-annual online professional development ▪Provide face-to-face training in library regarding research software on library computers and usage ▪Technology Liaisons will attend a summer Technology conference to gather updates regarding latest innovations Evaluative Plan: ▪Initiate online survey through “survey monkey” to allow immediate course feedback ▪Create automated follow-up surveys providing quarterly and semiannual checkpoints regarding technology usage ▪Utilize district automated phone call system to generate parental feedback regarding progress of campus improvement in utilizing student technology use ▪Homerooms will establish their own blogs to discuss technology needs and usage providing ongoing constructive feedback. ▪Prior year Texas STaR Chart results will be reviewed and discussed at Inservice in the beginning of the school year. ▪Increase discussion regarding technology TEKS and usage during staff appraisals and walk-throughs. Your Blog’s Name Your Blog’s URL Admin is Calling- My www.greatleadershipcounts Dynamic Road to Leadership
  3. 3. Technology Organizational Chart Attached is the Technology Organizational Chart which reflects the chain of command regarding technology decision-making from Central Office to staff. Brief job descriptions are included. Each position is expected to perform additional responsibilities as assigned to maintain the integrity of communication and technological flow throughout the district. Although every role identified is important, the Principal’s role as the campus leader is essential in ensuring the organizational chart is implemented and monitored. The Principal serves as the figurehead and the face of the campus that staff seeks guidance and leadership from. The implementation plan and focus on technology must be clear, concise and visible in order to continually promote a technology-focused environment on campus. With decision-making authority and guidance, educators draw from leadership to be the catalyst in fostering an environment that promotes empowerment and a devotion to ongoing professional development. Technologically Frustrated (Present) Technologically Sound (Future)
  4. 4. SUPERINTENDENT OF SCHOOLS -Overseeing, planning, budgeting and directing the implementation and support of technology in instructional and administrative applications to meet the changing needs of students and staff ASSOCIATE SUPERINTENDENT OF TECHNOLOGY & SCHOOL SERVICES -Assist in planning, budgeting and directing the implementation of technology support -Provide proper data communications equipment and communications pathways for all remote computer users -Keep informed of user needs and requirements in the business and educational fields; advise the administration of these developments together with recommendations for possible implementation DIRECTOR OF INFORMATION SERVICES MANAGER, HELP DESK -Resolve schedule for processing all business and -Designs, plans, trains and implements both Heat 5.01, the educational applications for timely production of related call tracking system upgrade, for use at the Help Desk and output products WEB Support software for use district wide for reporting -Establish procedures for the most effective utilization of PC support needs data processing equipment -Assists in the management of the district’s phone system DIRECTOR OF TECHNOLOGY SUPPORT MANAGER, NETWORK OPERATING SYSTEMS SERVICES -Supervises system administration services for all district -Supervise and provide problem determination and systems that are part of the Enterprise Network resolution services for all applications -Assists the Director of Technology Support Services and -Assist in the development of hardware and software the Associate Superintendent of Technology Services in specifications for technology planning and evaluating networking strategies. DIRECTOR OF INSTRUCTIONAL TECHNOLOGY MANAGER, WIDE AREA NETWORK (WAN) -Works collaboratively with principals, curriculum staff -Provides leadership in problem resolution of LAN/Wan and teachers to successfully integrate technology into the infrastructure curriculum across all elementary contents -Conduct internal and external research to develop -Remains current in computer education trends and efficient voice communication systems communicates changes to district personnel PRINCIPALS -Articulate and monitor technology updates, changes and implementation into instruction by staff as determined by Central Office -Administer appropriate professional development to support staff technological needs ASSISTANT PRINCIPALS -Assist Principal in articulating and monitoring technology updates, changes and implementation into instruction by staff as determined by Central Office -Administer appropriate professional development to support staff technological needs TECHNOLOGY LIASIONS Campus Performance Objective Council (CPOC) -Facilitate training staff on technology updates -Site-based decision making committee that identifies communicated from Central Office campus needs with primary focus on students, staff and all -Provide ongoing technology support throughout the year stakeholders TECHNOLOGY GRADE LEVEL REPRESENTATIVES -Attend Technology meetings to obtain updated information to disseminate to grade level teams members to implement into classroom instruction -Provide ongoing technology support for team members STAFF -Responsible for integrating technology into classroom instruction -Utilize available technology to improve student engagement and knowledge comprehension