This chapter discusses the need for educational leaders to develop strategic technology plans to transform productivity and engage digital learners. It emphasizes visionary leadership skills outlined in the National Education Technology Plan and Technology Standards for Administrators. An effective plan requires input from stakeholders and assessing current infrastructure before setting goals. Funding, curriculum integration, and competency-based models are key considerations. A self-assessment survey helps leaders evaluate their skills and identify areas for growth.

1. EDUCATIONAL LEADERSHIP IN TECHNOLOGY:
PREPARING SCHOOL ADMINISTRATORS FOR A
DIGITAL AGE
BY
VIRGINIA E. GARLAND AND CHESTER TADEJA
Chapter 1: Technology Planning

2. CHAPTER 1: SYNOPSIS
• NETP Goal 5: “Productivity: Redesign and Transform”
• NETS.A Standard 1: “Visionary Leadership”
• Leadership skills and new roles for school
administrators in the digital age
• Technology planning and funding
• Sample technology plan
• Leader survey for Chapter 1 skill sets
• Discussion questions

3. CHAPTER 1: LEADER REFLECTION
Key points in this case study from a curriculum director:
• Need for expertise due to complexity
• Funding issues for large and small districts
• Goal-setting before writing
• Key stakeholders
• Bridging curriculum and technology
• Self-evaluation and needs assessments

4. CHAPTER 1: INTRODUCTION
• Strategic planning for technology-infused instruction
requires visionary educational leadership skills on all
school district levels, by all administrators, including
technology coordinators and school business
administrators
• NETP Goal 5: “Productivity: Redesign and Transform”
• NETS.A Standard 1: “Visionary Leadership”
• Wireless revolution and its impact on school district
infrastructure
• Model programs to engage digital-age learners

5. NETP GOAL 5: TRANSFORMING
PRODUCTIVITY
• School leaders must recognize and use the “power of
technology” to improve student productivity while
making more efficient use of time and resources
• Traditional forms of schooling have failed many of our
students as students become disengaged
• Reducing dropout rates:
oVirtual schooling and NH model
oExtended learning time and MA model
oKnowledge is Power Program (KIPP) in schools
oCompetency-based instruction and NH model

6. ISTE NETS.A STANDARD 1: VISIONARY
LEADERSHIP
• Collaboration for a shared vision of technology in the
school district:
o Stakeholders are school administrators, teachers, students, educational specialists,
technology coordinators, community members, and others
o Communities of Learners and Professional Learning Communities research and
apply technology planning
• Teachers vs. iGeneration technology use
• Link between technology plans and No Child Left Behind
Act (NCLB)

7. CHAPTER 1: TECHNOLOGY LEADERSHIP
SELF-ASSESSMENT SURVEY
• Self-scoring survey
• Based on National Education Technology Plan (NETP)
Goal 5 (NETP 5.1 to 5.4) and National Educational
Technology Standards and Performance Indicators for
Administrators (NETS.A) Standard 1 (NETS.A 1.a, 1.b,
1.c)
• Ratings of 1 or 2 indicate areas of needed professional
growth
• Assessment can also be used to create an
individualized e-portfolio

8. CHAPTER 1: TIPS FOR LEADERS
1. Use expert advice from the state department of education to
assist in setting criteria for the technology plan before writing it.
2. Have multiple stakeholders’ input in writing the technology
plan, such as representatives from the district, building, and
community levels.
3. Consider that technical and funding aspects are as
important as curriculum, so include the technology coordinator
and the business manager in the technology planning.
4. Do a needs assessment before writing the technology plan
to ascertain what the district does and does not have in place.

9. CHAPTER 1: TIPS FOR LEADERS
5. Link the technology plan to the district mission
statement in order to more fully meet the needs of all
students. Refer to the Pomona Unified School District
Technology Mission Statement and observe how it is the
driving force for this district’s technology use plan.
6. Rethink traditional assumptions about schooling in
planning for technology use and in ensuring student
progress to graduation; and learn about the newer
competency-based instruction models.
7. Investigate the E-Rate discounts in order to obtain
funding for wireless access devices to the Internet in your
school district.

10. CHAPTER 1: DISCUSSION QUESTIONS
1. Considering critical analysis and practical advice for both
professors and practitioners alike, what would you consider
are some of the most important aspects of implementing
technology standards in your organization?
2. Thinking globally, what are some of the emerging
technologies your organization is faced with and how will
you utilize these to meet the needs of the professional to
help prepare student learners?
3. Describe the kind of technology plan that you have now
in your organization. How did you promote collaboration
amongst all stakeholders in writing your plan?

11. CHAPTER 1: DISCUSSION QUESTIONS
4. The leader’s self-reflection for this chapter indicates
that there are many challenges in implementing an
effective three-year technology plan. Discuss similar or
different challenges which you or your district might face
as a technology plan is being developed.
5. Based on your responses to the self-assessment, what
are the next steps you might take in technology planning
for your school or district? What technology resources
would you need in your own professional e-portfolio in
order to assist you in achieving your goals?