1. NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
VOLUME 21, NUMBER 3, 2008
1
Developing and Nurturing a Common Vision for
Technology Integration in Education
Rhonda L. Glasco
Graduate Student in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View A&M University
A Member of the Texas A&M University System
Prairie View, Texas
Klein Independent School District
David E. Herrington, PhD
Associate Professor of Educational Leadership
Director of the Principal’s Academy
The Whitlowe R. Green College of Education
Prairie View A&M University
A Member of the Texas A&M University System
Prairie View, Texas
William Allan Kritsonis, PhD
Professor and Faculty Mentor
PhD Program in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View A&M University
Member of the Texas A&M University System
Prairie View, Texas
Visiting Lecturer (2005)
Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus (2004)
Central Washington University
College of Education and Professional Studies
Ellensburg, Washington
________________________________________________________________________
ABSTRACT
This article focuses on the need for provide a framework for team approaches to
technology planning in the schools. During the early days of technology
implementation in the schools many technology plans were the work of a couple of
extremely energetic teachers. The key to having a successful integrated technology
program is in developing a school or district instructional plan that involves the
entire learning community.

2. NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
2_____________________________________________________________________________________
Introduction
The Office of Technology Assessment (U.S. Department of Education, 2000a)
estimated in 2000 that the number of computers in K-12 would exceed 5.8 million.
Although there are large numbers of computers located in classrooms (Butzin, 2001),
computer-based technologies are not being fully utilized by the majority of teachers.
Research suggests that: (1) few teachers use computer-based technologies regularly for
instructional purposes; (2) when teachers do use computers, they are generally used for
low-level tasks such as drills and word processing (Office of Technology Assessment,
1999). The most common reasons given for the low level of computer use in schools are
limited access to equipment and lack of training.
Purpose of the Article
The purpose of this article is to address the need to engage in systematic planning
for technology at the campus and school district level in order to better achieve
technology integration into the teaching and learning process.
Incorporating Computer Skills into Classroom Instruction
Many teachers are familiar with computers and have some knowledge of how to
use a variety of software. However, there are many more who do not know how to
incorporate computer skills into classroom instruction (U.S. Department of Education,
2000a). Younger teachers who have grown up using computers and who were educated
with them feel adequately prepared to incorporate technology into their curriculum, and
they also feel less threatened by computers. Yet when systems are unreliable or the
institutional vision and commitment are lacking, even more technologically focused
educators may become discouraged.
Successful Ways for Technology Integration
All stakeholders must understand that in order to ensure technology dollars have an
impact on students, staff, and the community, districts and schools must develop a
thoughtful technology plan. The following suggestions are ways in a successful
technology integration initiative can be successful.

3. DAVID E. HERRINGTON AND WILLIAM ALAN KRITSONIS
_____________________________________________________________________________________3
1. Create A Vision -- Vision is the first step for technology planning. The district or
school must have a picture of what a technology program will look like. The
vision’s is one that must begin with the end-users of the technology rather than in
a central office or policy making entity.
2. Involve All Stakeholders -- Make sure all stakeholders are able to express their
hopes and concerns with the direction the school is taking. Not to do so will doom
any plan to paper-plan-only status that will be promptly forgotten. The plan must
reflect a true process that addresses immediate needs that reflect the learning
community’s interests.
3. Gather Data – Formal and informal data gathering should be skillfully conducted
to determine such issues as hardware and software needed, training needed,
infrastructure needed to fulfill the vision. Conduct an inventory to determine what
equipment and software you presently have and where it is located noting the
degree of obsolescence, state of repair and its placement for optimal use.
4. Review the Research – Review current research and interview leading experts
regarding the state of the art in classroom integration of technology. An informed
view can go a long way toward influencing the vision of stakeholders and
decision-makers before technology purchasing decisions are made.
5. Integrate Technology Into The Curriculum – During the initial commitment
phase, the campus administrative staff must ensure that sufficient computer
technology is available in each classroom, that it remains functional and in good
repair, and that there is sufficient reliable technical support to ensure a smooth
launching of the technology integration initiative. Incentives and encouragement
for teachers must supplant any coercive or punitive measures previously in place
to force teacher compliance. Not to do so would be suicidal for any initiative.
Constant monitoring and feedback to teachers is essential during the
implementation phase.
6. Professional Development is Critical – The plan must address the goals for
profession. Providing appropriate training is the key to effective use of
technology. The plan should also address the technology proficiencies that
teachers will be expected to demonstrate.
Concluding Remarks
In conclusion, the key to a successful technology program is planning. Schools
and districts must procure and dedicate funds that will encourage teachers to take risks in
applying technology and support their efforts before and after each new venture. The key

4. NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL
4_____________________________________________________________________________________
is to create the vision and then to make the vision a reality. The effort has been successful
if a culture of greater risk taking and innovation in the name of more effective teaching
and learning emerges.
References
Butzin, Sarah M. (2001). Using instructional technology in transformed learning
environments: An evaluation of Project CHILD. Journal of Research on
Technology in Education, 33 (4), 367-73.
National Council for Accreditation of Teacher Education (2002). Technology and the new
professional teacher. Preparing for the 21ST
century classroom. Washington, DC:
Author.
U.S. Congress, Office of Technology Assessment (1999). Teachers & technology:
Making the connection. Washington, DC: U.S. Government Printing Office.
U.S. Department of Education, Web-Based Education Commission (2000). The power of
the Internet for learning: Moving from promise to practice. Washington, DC:
Author.
Formatted by Dr. Mary Alice Kritsonis, National Research and Manuscript Preparation
Editor, National FORUM Journals, Houston, Texas. www.nationalforum.com