Technology Audits Made Easy, a presentation by Dr. Larry S. Anderson at ISTE2010 (International Society for Technology in Education), Denver, CO.

1. TECHNOLOGY AUDITS
MADE EASY:
NAVIGATING THE PATH TO
EXCELLENCE
Dr. Larry S. Anderson, Founder/
Director
National Center for Technology Planning
P. O. Box 2393 • Tupelo, MS 38803 •
662.844.9630
larry@nctp.com • www.nctp.com

2. "It is a very funny thing
about life - if you refuse to
accept anything but the best
you very often get it."
—W. Somerset Maugham
1874-1965 — Novelist & Playwright

3. Technology Audit Survivors Guide
http://www.nctp.com/iste/audit

4. HOW WELL DO YOU
KNOW YOUR
SCHOOL?

5. HOW WELL DO YOU • Budget
KNOW YOUR √ School
SCHOOL? √ District
√ Tech Only
• Personnel
√ Certification
• Facilities
• Achievement

6. What is achievement?

7. What is achievement?

8. FOCUS:
• School leader preparing for audit
• Internalauditors
- classroom teachers
- librarians/media specialists
- any others you choose to use
• External auditors

9. Wearing two hats

10. WHO’S
MONITORING
THIS IN YOUR
DISTRICT?

11. HOW DO YOU
KNOW?

12. Source:
http://wistechnology.com/articles/3854/
11

13. WHAT DO YOU SEE?

18. Ground Rules:
14

19. Ground Rules:
1. Suspend disbelief
14

20. Ground Rules:
1. Suspend disbelief
2. Technology exists to support learning & people
14

21. Ground Rules:
1. Suspend disbelief
2. Technology exists to support learning & people
3. The central purpose of an audit is improvement!
14

22. Ground Rules:
1. Suspend disbelief
2. Technology exists to support learning & people
3. The central purpose of an audit is improvement!
4. An audit must begin at the local level
14

23. Ground Rules:
1. Suspend disbelief
2. Technology exists to support learning & people
3. The central purpose of an audit is improvement!
4. An audit must begin at the local level
5. Ideally, an audit never ends
14

24. Ground Rules:
1. Suspend disbelief
2. Technology exists to support learning & people
3. The central purpose of an audit is improvement!
4. An audit must begin at the local level
5. Ideally, an audit never ends
6. Audit is a good thing!
14

25. Ground Rules:
1. Suspend disbelief
2. Technology exists to support learning & people
3. The central purpose of an audit is improvement!
4. An audit must begin at the local level
5. Ideally, an audit never ends
6. Audit is a good thing!
7. “That which does not kill us makes us stronger.”
—Goethe
14

26. Introduction
• Audit is a good thing
• Real leaders WANT an audit!
• Audit reveals areas of strength, primarily
• Audit is feared only by those who have something
to hide
• Audit promotes growth
• Audit demonstrates accountability
• Audit yields positive direction, action, & momentum
15

27. What is an
audit?

30. ...after learning about
technology integration
and planning...I know one
thing is true. It is not
about the technology. It
is about people and what
you do to build people.
And ultimately, it is about
putting in far more than
you expect to get out and
then realize that you got
out far more than you
put in.
—Dr. Mark Benno
18

31. Activity:
Your Technology Plan
19

32. Technology Accountability Matrix
Timeframe: AY 2007-2012
Lesso
Action Time DRI Eviden ns
Broadband network access in each March 15, 2008 Evelyn Briscoe, ITS
physical plant facility (related to
instruction)
Broadband wireless access available December 8, 2008 J. Moreau, LRC
24x7 throughout
All personnel have mobile computing April 15, 2009 Porter Roberts, Support
capability
Technology-based instruction becomes January 31, 2010 Andy Carvin, Comptroller
financially profitable
Virtual mentor online program (homework
helpers) deployed fully
Teacher incentives in place for innovative
use of technologies.
Technology student government created to
aid district in long-range planning,
implementation, and evaluation.
District-wide professional development
program tailored, specifically, to teachers’
needs
20

33. Role of a technology audit
With the current emphasis on
accountability, making the case
to support not only audits, but
educational technology
generally, needs to be done in
terms that are recognized as
valid. In other words, we need to
craft and implement a
technology plan built on a
foundation of objectives that
target student achievement as
well as return on investment.
Then the audit can test whether
or not the desired ends have
been achieved.
—Dr. Terrie Gray 21

34. Technology Plan/Audit Interaction Model
(Figure 1.1)
22

35. Systems Outcomes Audit Model
(Figure 1.2)
23

36. ACTIVITY #2:

37. ACTIVITY #2:
• Create a Technology Audit Checklist
– You’re walking into a school building, clipboard in hand
– Your job: audit the use of technology in that school
– What items would you include on a checklist that would help
you, and members of your audit team, to determine the use of
technology in that school?
– Be prepared to share your thoughts

38. ACTIVITY #2:
• Create a Technology Audit Checklist
– You’re walking into a school building, clipboard in hand
– Your job: audit the use of technology in that school
– What items would you include on a checklist that would help
you, and members of your audit team, to determine the use of
technology in that school?
– Be prepared to share your thoughts
•If you were going to begin a technology audit in a
school building, where would you start? ... and ...
what would you look for?

39. What did you
learn from that
activity?

41. Types of audit
27

42. Types of audits:
• Internal
• External
28

43. Internal
• Conducted totally by personnel within the district
• Similar to an accreditation self-study
• Organization is the key to success in this audit
Collect, then organize evidence
• Quasi-internal audit (parents, community members)
• Should be ongoing
29

44. Internal
30

45. Internal
• •Evidence to bethat allude to technology
learning objectives
compiled
• reports that demonstrate technology impact
• evidence of tech-related successes
• student achievement data
• reports showing tech upgrades/changes in the past year
• internal study of alignment between tech plan and curriculum &
instructional practices
30

46. Internal
• •Evidence to bethat allude to technology
learning objectives
compiled
• reports that demonstrate technology impact
• evidence of tech-related successes
• student achievement data
• reports showing tech upgrades/changes in the past year
• internal study of alignment between tech plan and curriculum &
instructional practices
• Posting these data online, for the local audit team,
demonstrates tech prowess within the district
30

47. Internal
• •Evidence to bethat allude to technology
learning objectives
compiled
• reports that demonstrate technology impact
• evidence of tech-related successes
• student achievement data
• reports showing tech upgrades/changes in the past year
• internal study of alignment between tech plan and curriculum &
instructional practices
• Posting these data online, for the local audit team,
demonstrates tech prowess within the district
• Format for reports: consider aligning with
requirements of external auditor, as well
30

48. Internal
• •Evidence to bethat allude to technology
learning objectives
compiled
• reports that demonstrate technology impact
• evidence of tech-related successes
• student achievement data
• reports showing tech upgrades/changes in the past year
• internal study of alignment between tech plan and curriculum &
instructional practices
• Posting these data online, for the local audit team,
demonstrates tech prowess within the district
• Format for reports: consider aligning with
requirements of external auditor, as well
• Designate DRIs early in the process 30

49. External
• All rules for internal audit apply, plus...
1. conducted by outside individual, agency, or group
2. conforms to a set of defensible, agreed-upon criteria
3. produces reports that show areas of strength, weakness, and
improvement (gap analysis)
4. Results in an action plan!
5. average costs — $5,000 to $50,000 (average)
6. duration: on-site visit 3-5 days (if documents are in order)
7. ensures credibility (perhaps the most important criterion)
31

50. External
• Danger!: external audits conducted by
superordinate agencies (SEAs, etc.) -- major flaw
‣ SEAs and similar agencies do have an agenda when they attempt to audit a
subordinate entity, especially if the entity receives funding or depends, in
some regard, upon the superordinate agency
• Suggestion: find consultant or group unrelated to
your school
• Suggestion: find consultant or group genuinely
interested in helping your school improve
• Credibility is the key concern in determining who
you choose to lead your external audit
32

51. Levels of audit
33
5

52. Levels of audit
• Level I
• Level II
34

53. Level I
• Basic, in nature
• Schools should begin with a basic audit the
first year (recommendation)
• Can be perceived/used as a learning tool
(profit from our mistakes before we go to
the next level)
• Scenario: Smallwood School District (p. 37)
35

54. Summary:
Level I Components
1. Document Inventory
2. Correlation of documents with practice
3. Facilities overview/inspection
4. Correlation of tech plan with funding/budgeting
5. Student performance
6. Personnel assessment/evaluation
7. Technology policies
8. Compliance
9. E-Rate
10. Results of a Level I audit
36

55. Level II
• More expensive and expansive (extensive) than
Level I
• Level I audit is rather prescribed; Level II is more
flexible, within certain boundaries
• “Tailoring” of an audit is available — and expected
• Technology plan, especially, & other plans help guide
content of Level II audit
• Provides broader range of benefits than Level I
37

56. Level II
• Merely an extension of Level I (in every dimension)
• Requires intensified effort and commitment
• Benefits are more comprehensive, as well
• Basic difference – comprehensive nature of Level II
• complexity
• coverage
• depth
• commitment required
• Completely comprehensive (inasmuch as possible)
• covers everything, in theory
• theory isn’t reality
• The Impact Factor is important
• Direct
• Indirect
38

57. Level II
Direct Impact
• Items and activities where the “touch” of technology is
apparent
• Examples
39

58. Level II
Indirect Impact
• The “touch” of technology is not readily apparent
• Examples
•
Direct link
Textbook Student
textbook purchases purchases learning
• hiring practices Indirect link
• transportation Technology
use
• food service
• counseling
Direct link
Hiring Effective
practices schools
Indirect link
Technology use
in effective
schools
40

59. Level II
Why is a Level II audit more expensive?
41

60. Level II
Why is a Level II audit more expensive?
• quantity of results
• quality of results
41

61. Level II
Why is a Level II audit more expensive?
• quantity of results
• quality of results
~ more school-based personnel spend more time
~ auditors need more time to peruse
~ auditors need more time to investigate
~ auditors need more time on site
~ increased hosting of special events
41

62. Phases of an audit
42

63. Phases of an audit
43

64. Phases of an audit
• Phase One: Getting Ready (Pre-Audit)
43

65. Phases of an audit
• Phase One: Getting Ready (Pre-Audit)
• Phase Two: On-Site Visit
43

66. Phases of an audit
• Phase One: Getting Ready (Pre-Audit)
• Phase Two: On-Site Visit
• Phase Three: Results & Follow-Up (Post Audit)
• establish new courses of bold action
• improve areas where need for improvement was
noted
• continue to expand upon existing excellence
43

67. Scope of an audit
44

68. Scope of an audit
Technology Facilities Curriculum/
Plan Plan Learning Plan
Compliance
Level I
Basic, essential
elements Correlation: tech Personnel
Technology
plan with assessment/ E-Rate
budget/funding evaluation Policies
45

69. Scope of an audit
46

70. Data Collection & Analysis
47

71. Data collected by/for auditors
• Technology Plan
• Teacher Roster
• Student Achievement Synopsis/Profile
• Budget
• Professional Development Plan & Calendar
• Equipment Inventory
• Physical Plant Layout
• Infrastructure Plan
• Organizational Chart
• Community Profile
• Examples of Success Using Technology
• students
• administrators & staff
• Charting the Data Collected - (Fig. 9.3 - p. 140)
48

72. When I audit...
• Technology plan!
• Curriculum frameworks (scope, sequence, articulation)
√ technology-infused courses
√ relationships among courses
√ evidence of technology plan alignment(s)
• Personnel report
√ show certification areas/levels
√ show how tech is used for managing personnel info
• Organizational chart
√ determine existence & role of Tech Coordinator/Director
√ determine existence & role of tech integration
• Facilities plan
√ how campuses are connected (LAN/WAN/SAN)
• Financial plan
√ how plan is funded (internal, external)
√ responsibilities for funds, funds flow, reporting (accountability)
√ alignment with technology plan
• Professional Development plan/calendar
• Community profile
49

73. Data Tools
• Forms
• Software
50

74. FORMS

75. FORMS:
• Checklists -- to ensure auditors are checking everything
• Rating scales (to “score” the school/district on how well it’s
doing), maybe as a summative tool
• Improvements/deficiencies -- or points of commendation.
These may show up in the summative letter of audit, upon
conclusion of the on-site visit.
• Questionnaires (for interviews with teachers, admins,
students, staff, parents, community, etc.). Pros and cons of using
questionnaires?

76. FORMS (FOR LOCALS):
• Checklists
-- forms & letters in place for visiting team
-- letter fm school board indicating their commitment to fund the audit & support its outcomes
– letter fm superintendent indicating support for audit, including supporting outcomes
– establishment of a document room
– collection of data & evidence to support the audit
– all committees have chairs...and committees have been meeting (book of meeting minutes)
• District/School Information Lists
-- showing location, administrators, other pertinent information
• Document Routing & Signoff Sheets
• Reminder/Memo Sheets

77. Audit Planning Matrix
Area Local team Desired Date Target Ext. audit
audited members outcome(s) begun date date

78. TECHNOLOGY NEEDED:
• Flip-type video camera
• Digital recorder
• iPhone/Smartphone (for recording -- audio or still photos; using
with database)
• DB software for iPhone/iPod/iPad -- syncing with central database.
Tap Forms; Google Docs/Forms.
• Measuring tape (compliance with electrical codes, human spacing,
etc.)

79. TECHNOLOGY NEEDED:
• Flip-type video camera
• Digital recorder
• iPhone/Smartphone (for recording -- audio or still photos; using
with database)
• DB software for iPhone/iPod/iPad -- syncing with central database.
Tap Forms; Google Docs/Forms.
• Measuring tape (compliance with electrical codes, human spacing,
etc.)
• PENCIL !!

80. OTHER STUFF NEEDED:
• Portable clipboard (the kind with a compartment inside)
• multi-colored pens
• sticky notes
• colored highlighters
• file folders
• othertask-specific devices (network sniffers, portable access
points, spare Ethernet cable, blank CDs, etc.)

81. REPORTS

82. REPORTS NEEDED:
• Personnel report

84. REPORTS NEEDED:
✓Personnel report
• Technology plan

86. Gantt Chart

89. Pert Chart

91. REPORTS NEEDED:
✓Personnel report
✓Technology plan
• Floor plan (physical plant)
• Network wiring plan, overlaid on physical plant floor plan

92. INFRASTRUCTURE AUDIT
• Floor plan
• Overlay
• Structured network plan
• Assets connected to the network
• Load balancing
• Contingency plan(s)
• Support

103. REPORTS NEEDED:
✓Personnel report
✓Technology plan
✓Floor plan (physical plant)
✓Network wiring plan, overlaid on physical plant floor plan
• Funding plan/report (showing evidence of the:
– impact of external funds, too;
– reliance on one-time money for recurring costs;
– administration’s clear commitment to continual funding for technology;
– complete transparency of policies, practices, and plans for funding)

104. FUNDING PLAN/REPORT

105. FUNDING PLAN/REPORT
• Why do we want to see this?

106. FUNDING PLAN/REPORT
• Why do we want to see this?
• Demonstrates commitment

107. FUNDING PLAN/REPORT
• Why do we want to see this?
• Demonstrates commitment
• Contrasts past with future

108. FUNDING PLAN/REPORT
• Why do we want to see this?
• Demonstrates commitment
• Contrasts past with future
• Explains variety of funded activities/items

109. FUNDING PLAN/REPORT
• Why do we want to see this?
• Demonstrates commitment
• Contrasts past with future
• Explains variety of funded activities/items
• Shows sources of funding

110. FUNDING PLAN/REPORT
• Why do we want to see this?
• Demonstrates commitment
• Contrasts past with future
• Explains variety of funded activities/items
• Shows sources of funding
• Givesauditors a chance to suggest additional
funding sources & strategies

111. FUNDING PLAN/REPORT
• Why do we want to see this?
• Demonstrates commitment
• Contrasts past with future
• Explains variety of funded activities/items
• Shows sources of funding
• Givesauditors a chance to suggest additional
funding sources & strategies
• Shows evidence of flow of funds

112. FUNDING PLAN/REPORT
• Why do we want to see this?
• Demonstrates commitment
• Contrasts past with future
• Explains variety of funded activities/items
• Shows sources of funding
• Givesauditors a chance to suggest additional
funding sources & strategies
• Shows evidence of flow of funds
• Discern congruence with technology plan

113. What questions would you
want to ask (re: funding)?

114. CONGRUENCE:
DOES THE PLAN MATCH
WHAT YOU OBSERVE??

115. Page 1

116. Page 2

117. Page 3

125. Results/Reports
94

126. Reports/Results
• Best imaginable result of audit =
realizing that you now have a solid, valid reason for
revising your technology plan!
• Streamline the new plan – more concise, more usable,
more applicable
• New plan will focus freshly upon your vision and the
efforts required to make visions become reality
• Develop major pillars of progress for your plan
• New plan should be: simple and communicable
95

127. Reports/Results
• Questions to drive results – see pp. 203-212
• Reports filed by auditors:
1. Letter of Audit Verification (sent to school client)
2. Report on Findings
3. Report on Commendations
4. Report on Recommendations
5. Notice of Closing the Audit
6. Letter to superordinate agency(ies) (see Fig 13.1 – p. 214)
• Reports should be filed with client school no later than
14 days after completion of site visit
• First, reports.....then, action!!
96

128. Benefits of a technology audit
97

129. Benefits of a Technology Audit
• Information storehouse
• Advice and insight from external source
• Bragfest!
• Camaraderie
• Self-understanding
• Validation
• Efficiency
• Financial
• Data gathering techniques
• Politics
• Total Cost of Ownership 98

130. If it’s to be...
it’s up to me!
99

131. ELEMENTS TO WATCH
FOR:
• Safety
• Special Ed
• Future expansion
• External (grant, etc.) support and/or dependence
• Fast response team/plan in place? Support
• Obsolescence plan
• Broad-based involvement in developing, revising tech plan and
future plans

132. and...
• Remember the purpose of an audit — IMPROVEMENT
• Focus upon encouragement
• Strengthen your strengths
• Highlight/publicize your successes
• Be honest in your self-appraisal
• Ask for help!
• Share what you learn with others

133. ?

134. Technology Audit Survivors Guide
http://www.nctp.com/iste/audit

135. TECHNOLOGY AUDITS
MADE EASY:
NAVIGATING THE PATH TO
EXCELLENCE
Dr. Larry S. Anderson, Founder/
Director
National Center for Technology Planning
P. O. Box 2393 • Tupelo, MS 38803 •
662.844.9630
larry@nctp.com • www.nctp.com