Technology use plan


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  •  implementation of technology in a school or business. It is built with the target audience in mind and can include hardware, software, connectivity, and training. It is usually guided by a budget outline, with input from the information technology department, faculty and teachers, and perhaps the school’s Board of Education or parents (in a school setting). This plan will ideally guide the purchasing and support of technology in the curriculum over a certain length of time – anywhere from one to ten years out.
  • The library staff, along with the university’s professors, administrators, and information technology department, should all ideally be involved in the planning of the technology use plan. Each group brings a different level of expertise in technology and each represents an area of the university population that will be affected by the plan.
  • The National Educational Technology Plan 2010 provides a framework across several areas that can assist those involved in technology use planning.
  • The NETP (2010) suggests focusing on “personalized learning experiences for all learners that mirror students’ daily lives and the reality of their futures.” Technology use planners may use this suggestion to focus on acquiring hardware and software for the classroom that is similar to the types that students use in their personal lives – for example, a Facebook-type interface on the classroom Web site, or portable devices like smartphones that display lesson plans
  • Since NETP has made assessment a focus area, technology use planners may wish to budget for assessment software that teachers can readily use to make improvements in their courses and prepare for future semesters.
  • The teaching section of NETP 2010 emphasizes ‘connected teaching’, which may not involve a heavy expense in the techonology use plan. There are many free or inexpensive technologies such as Google Docs that allow teachers to readily collaborate on lesson plans, class presentations and other areas that will allow teachers to leverage their own teaching strengths with those who are perhaps more technologically savvy or experienced. 
  • Infrastructure is an area to watch, as the demand for multimedia content continues to push school’s connectivity and broadband requirements. This has to balance students’ (and even teachers’) expectations for technology to be “always-on”, as NETP notes. Classroom use of streaming audio and video must be managed appropriately by the IT department to ensure equal access across all classrooms and learning environments.
  • The NETP’s emphasis on productivity can guide technology use planning as well. There is now a shift in some schools towards “students’ individual needs rather than traditional academic periods” and the move towards online instruction, which allows teachers to “extend the learning day, week, or year.” In theory, this may allow students to be more productive in the types of assignments they create, as their schedule has greater flexibility than in years past, at least in terms of accessing course material. This area is not separate from infrastructure, however, as this flexibility is dependent on “always-on” technology, as previously mentioned. Individuals in a technology support role should be aware of this and help teachers to be aware of these needs and concerns.
  • Here are some sample vision statements:
  • Technology use plan

    1. 1. Creating a Library Technology Use Plan Joe Fox EDTECH 501 Dr. Schroeder November 19, 2010
    2. 2. Rationale  Why develop a technology use plan ?
    3. 3. Planning Team  Who should be involved in designing your technology use plan ?
    4. 4. Process Description  What steps should be involved in developing your technology use plan ?  Use the National Educational Technology Plan 2010 as a guide
    5. 5. The Creation Process  The National Educational Technology Plan 2010 focuses on five areas  Learning  Assessment  Teaching  Infrastructure  Productivity
    6. 6. The Learning Area  Learning experiences that mirror student’s daily lives (NETP)  This integration should guide the purchasing of hardware and software
    7. 7. The Assessment Area  How can you decide if your technology use plan is a success ?
    8. 8. The Teaching Area  The NETP 2010 emphasizes “connected teaching”  How can this benefit your school ?
    9. 9. The Infrastructure Area  Multimedia use in the classroom  Increasing demand for bandwidth  Is your school ready ?
    10. 10. The Productivity Area  Changing definition of academic schedules  Extension of learning periods (day, week, etc.)  May be dependent on infrastructure
    11. 11. Vision Statement  What defines us ?  Where are we going ?
    12. 12. Vision Statement Examples  Visit the site below to get an example of a vision statement for your technology use plan: 
    13. 13. Technology Use Plan Goals & Objectives  Maintenance & support issues  Curriculum integration  Staff development  Standards for district, state & nationwide
    14. 14. The Needs Assessment  What needs should be addressed ?  What areas should be assessed ?
    15. 15. Faculty & Staff Development  How will our teaching community help to carry this plan out ?  How will our support staff assist in this process ?
    16. 16. Evaluating The Plan  How are we doing ?  Should there be a research component to how we evaluate ?
    17. 17. Timeline  What is the timeline for the implementation of our plan ?
    18. 18. Final Thoughts  “Effective technology plans are developed by the staff members who will implement the plan” – John See