To turn ideas into action. Embrace the premise of anticipating and managing change, and of proactively committing time, energy and resources to riding the wave of forward momentum, rather than being drowned beneath it.

1. Managing Change:
The Integration of Instructional Technology

2. Topics
 Needs Assessment
 Purpose and theoretical underpinnings
 Strategic planning
 Early actions: nine strategies
 Information exchange
 Ongoing support and assistance
 Collective vision
 Precautions

3. Needs Assessment
 The way things are and the way they should be
 How teachers integrate technology into their lessons
 How students use technology
 How administrative staff uses technology, accessing
data for decision making, student information system
reporting, communication tools, information gathering,
and record keeping
 Potentials - to improve student achievement

4. Purpose
 Embraced the premise of anticipating and managing
change, and of proactively committing time, energy
and resources to riding the wave of forward
momentum, rather than being drowned beneath it.
 To turn ideas into action.

5. Theoretical Underpinnings
Where we got our Ideas?

6. Strategic Planning
 Realized that a well-crafted, flexible, strategic plan
is a powerful way of saying "no" to whimsical, ill-
conceived, or politically-motivated ideas, from
whatever quarter they may emanate.
 Endorsed a strategic planning process in order to
make informed decisions about the future before the
future either forced the decisions or rendered them
obsolete.

7. Early Actions
 Identified our tech vision, mission, convictions,
beliefs, planning assumptions, learning outcomes,
marketing strategies and nine detailed committee
strategies
 Process involved careful forethought, hard work and
the effective harnessing of all available talent. The
three-year plan helps us see the larger picture, reset
priorities on a continuing basis, and avoid confusion.

8. Purpose
Convictions and Beliefs – a partial list answering “why”
• Supports and enhances the curriculum and student achievement
• Improves efficiency, saves time and money
• Frees teachers to focus on teaching
• Helps students take ownership of the learning
• Allows faculty to engage learners and deliver instruction more
effectively
• Skilled use of technology enhances ISC’s appeal to prospective
students/teachers
• Compatible with student development of "21st Century Skills“
• Structured use of mobile technology helps to ignite passion for
learning, build confidence and allow students to develop self-efficacy
as learners

9. Strategies 1-3
Broad courses of action
1. Rationale, Curriculum, Instructional Obj.
2. Mobile Devices and Hardware Specifications
3. Software Considerations and Specifications

10. Strategies 4-6
Broad courses of action
4. Network Infrastructure, Facilities,
Resources
5. Professional Training and Educ.
Opportunities
6. Finances & Administration

11. Strategies 7-9
Broad courses of action
7. Community Relations
8. Reflection and Assessment
9. Stakeholder Participation

12. Actions Taken
Two years after writing the strategic plan
• iPads issued to all grade 6-12 teachers
• iPads required in grades 6-12
• Classroom Management Plan
• Infrastructure enhanced
• Apps purchased
• Instructional tools

13. Information Exchange
Two years after writing the strategic plan
• Conference attendance - (i.e. Innovate 2013, Google Summit)
• In-house PD – trainings, workshops and collaborative sessions
• Collegial support - relevant articles curated and shared
• Regular guidance – tips, consultations, inspiration
• Demonstrations and modeling – teacher to teacher
• Emphasis on innovation – experimentation, pilots
• Currency – staying abreast of educ. research and emerging
trends

14. Ongoing Support & Assistance
Two years after writing the strategic plan
• Instructional Tech Coordination –integration, work flow
• Technical support team – troubleshooting and guidance
• Administrative support – encouragement and engagement
• Resourcing - staff, time, equipment, materials and supplies
• Collegial facilitation – PLCs, department support, demos

15. Organizational Framework
ISTE’s Five Cogs of Instructional Technology
• Digital citizenship - understanding rules and etiquette
• Doorways to information – access points to a rich world of prose,
poetry and media
• Technology at the point of instruction – sound pedagogical use
• Technology at the point of learning – a rich, robust, blended approach
• Technology in professional practice – to communicate, report, record

16. Developments
Two years after writing the strategic plan
• Periodic evaluations – discussion, surveys, critiques
• Tech vision rewritten – dynamic digital-age learning culture
and invisibility envisioned
• Strategic Plan revised - to reflect experience and change
• Educational apps in use - charted and monitored

17. Collective Vision for Tech Integration
… in which technology becomes invisible- “blended learning”
“Systematically embed the use and study of technology into multiple, varied
and authentic curricular and extra-curricular functions, blurring the line
between academic enterprises and those engaged in outside the schoolhouse.
In this context, identification and integration of ever-changing technology tools
is transcended by an approach that establishes technology as a seamless
medium for student information queries, problem-solving and product
development. Teachers actively and routinely elicit technology applications for
all manner of utilities, exercises and growth experiences. Technology,
regardless of form, is perceived as a process, product, tool and subject of study
inextricably intertwined with all others at the learner’s disposal.”

18. Precautions
“Measures taken in advance to prevent something
dangerous, unpleasant, or inconvenient from happening.”
• Move ahead after conducting a needs assessment – SWOT
• Move after articulating assumptions, convictions and beliefs
• Move ahead after crafting a Tech Strategic Plan
• Move ahead after making informed decisions
• Move ahead in phases
• Harness all available talent
• Bring people along