transcript of narrated slide show

1. EDTECH 501‐4172 (SU09)
Susan Ferdon
Technology Use Plan Presentation
Transcript and Links
NOTE: Text in italics is audio only, plain text appears on the slides.
SLIDE 1: Technology Integration Plan
Technology Plan presentation, by Susan Ferdon, a student in the MET program at Boise State
University
SLIDE 2: Technology Integration Plan
“To realize the benefits of technology, schools must develop a plan for integrating
technology into the curriculum. An effective technology plan is based on the shared vision
of educators, parents, community members, and business leaders who have technological
expertise. It ensures that technology strengthens existing curricula and supports
meaningful, engaged learning for all students. It also specifies how the technology will be
paid for and how its use will be supported.”
The preceding quote was included in an article published by the North Central Regional
Technology in Education Consortium, leaders in the field of educational technology in Illinois
until 2005. http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te300.htm
While those reasons are excellent reasons to develop a tech plan, the most prevalent reasons,
at least in my home state of Illinois, are mandates by the Illinois State Board of Education.
Illinois K­12 districts, in order to qualify for e­Rate funding and to comply with NCLB, must
have three­year Technology Integration Plans approved by the state. While this is certainly
not the best reason, the mandates, Technology Integration Plan template, and accompanying
planning materials provide a uniform foundation on which Illinois K­12 school districts can
build their technology plans.
For the purposes of this presentation, the terminology “Technology Integration Plan” will be
used, rather than other commonly used titles: Technology Plan or Technology Use Plan. As an
Illinois educator, I will use the terminology that is most consistent with my current teaching
position.
SLIDE 3: Technology Integration Plan

2. Mandates aside, the development of a comprehensive and well thought­out technology plan
provides direct benefits to school districts. While educators may look at the Technology
Integration Plan from an educational perspective, administrators, taxpayers and school
boards look closely at the financial implications.
Fiscal Responsibility:
• Technology Integration Plans require the inclusion of specific budget information.
Districts are expected to disclose how much will be spent on what and where that
money will come from.
• Careful planning will avoid waste. Purchasing hardware or software that does not fit
district needs can be a very expensive mistake.
• The flipside of that is that Monies budgeted for technology will be put to the best
possible use.
• A well thought­out technology plan will make the Best use of equipment and
personnel that is currently available.
SLIDE 4: Technology Integration Plan
Without funding there will be no technology to integrate which makes the fiscal side of a TIP
critically important. How that technology is used in classrooms, however, will determine how
positively technology use will impact instruction and learning.
Educational Responsibility:
• The TIP provides the structure for developing clear goals and long‐term direction
for school districts. Multi­year planning will allow time for long­term goals to be met
but will not be so restrictive that emerging technologies can’t be incorporated.
• As mentioned earlier, technology strengthens existing curricula. Understanding how
and when technology use can improve student learning will make all instruction more
effective.
• The TIP will connect accepted standards with the work that goes on in classrooms
each day allowing all involved to better see how their piece of the puzzle fits into the
bigger picture.
• As the TIP is developed a unified vision will (hopefully) form which will result in
strong support from stakeholders.
“A technology plan must do more than define the hardware you need. It must
communicate a vision that is aimed toward improving learning.” (Technology Planning:
the Good, the Bad and the Ugly, By Peter H.R. Sibley and Dr. Chip Kimball, Ed.D.)
SLIDE 5: TIP – Process and Planning
Experts agree that development of a TIP should take place over the course of
approximately one year and involve all stakeholders. The document, Basic Technology Plan
Guide, published by the Illinois State Board of Education Division of Curriculum and
Instruction states:

3.
“The writing of a Technology Integration Plan requires collaboration among district
administrators, curriculum leaders, teachers, technology maintenance and support staff,
parents, adult literacy providers and community stakeholders. Discussion should begin
early in the planning year before the actual writing begins.”
The process for development of the TIP begins by assembling the Planning Team and
establishing time frames and target dates. Dividing duties among team members will help
speed the process and assure that all stakeholders take an active role.
SLIDE 6: TIP – Process and Planning
The Technology Maturity Model (TMM) suggests that the planning process be divided into
three phases: assessment, formulation and implementation. (Technology Planning: the
Good, the Bad and the Ugly, By Peter H.R. Sibley and Dr. Chip Kimball, Ed.D.)
Of primary importance in the assessment phase is administration of needs assessments. In
order for the TIP to best meet the needs of students, teachers and the community, information
must be gathered. Previous technology plans, if there are any, should be reviewed. In Illinois,
TIP must meet specific requirements in order for district to be eligible for e­Rate and other
funding. All assessment tools and dates must be included. Also, Goals and Strategies must be
directly tied to district School Improvement Plans, ISAT data and local assessment data.
Budget information must be gathered as well, to meet the state’s documentation
requirements.
SLIDE 7: TIP – Process and Planning
The second phase suggested by Sibley and Kimball is formulation. Now that all information
and data has been gathered, it’s time to put it to use. Component parts of the TIP must be
drafted, evaluated, and finalized. Throughout this process, all Planning Team members should
be active contributors and draft copies should be made available for stakeholders to provide
feedback. In Illinois, TIP must include: District information, a description of data used to
develop the action plan, a summary and analysis of the data. Inventory and technical data
related to hardware and software is required for e­Rate purposes.
The heart of the TIP are the Action Plans that are developed. For each goal identified,
strategies are identified as they relate to Curriculum and Instruction, Professional
Development, Parental/Community Involvement and Technology Deployment. Budget and
funding sources must be explicitly listed and 25% of the tech budget must be devoted to
Professional Development.
Though Illinois TIP are not required to include any correlation to technology standards (ISTE,
NETS, Illinois Technology Standards
http://web54.sd54.k12.il.us/district54/lts/dmoore/techstandards/illtech.htm) a
comprehensive tech plan will use professional standards as a guide throughout the

4. formulation phase of the process and will correlate strategy and activity portions of the
Action Plans to those standards.
Template:
http://www.isbe.state.il.us/curriculum/elearning/pdf/basic_technology_plan_guide.pdf
SLIDE 8: TIP – Process and Planning
The third and final phase in this process is implementation. A tech plan that looks good on
paper will not bring about change unless it is implemented effectively. Though not explicitly
stated by Sibley and Kimball, evaluation is a critical component of implementation. Illinois
TIPs allow for what they call “mid­course corrections.” Once approved, as situations change
tech plans can be modified. Evaluating the plan itself, as well as evaluating how well the plan
is being implemented are essential. Some experts suggest that the planning team re­evaluate
their tech plan on a yearly basis.
SLIDE 9: My Tech Plan ­ Vision
In creating a TIP, one of the first steps is to state the district’s vision. The Illinois TIP
template suggests the following:
“State the district’s vision and then explain how telecommunications, instructional
technology and informational technology in instructional and administrative programs
support the vision. Incorporate a forward‐thinking process which will identify needs that
may emerge during or even beyond the life of the technology plan. It should demonstrate
that the district has planned for actions such as change in funding, student population
growth and building construction, expansion, etc., which may occur beyond the life of the
plan.
A technology plan’s vision may be a separate district vision for technology, or a restatement
of the district’s strategic vision with an explanation of how the technology plan supports
the vision.”
SLIDE 10: My Tech Plan ­ Vision
The task for this project is to plan the creation of a Technology Integration Plan for Kipling
Elementary School in Deerfield, Illinois. As suggested, a good first step is to gather tech plans
from previous years for reference. For District 109, two tech plans are available for review. At
the time of this writing, the earlier tech was linked on the district website. The current plan is
not available online but I have a pdf version of the document.
2008 Vision Statement
“The Vision of Deerfield Public Schools 109 is to provide opportunities for each child to
develop his or her maximum potential. This purpose will be directed by a commitment to

5. constant improvement, persistent innovation, and continued growth.
In order to accomplish this, the District will integrate instructional technology and
administrative programs consisting of telecommunications and informational technology.
Since the District successfully passed an operating rate referendum two years ago, the District
has the necessary resources to address changes in enrollment, student curriculum, technology
use and infrastructure, as well as facility needs necessary to implement this vision.”
The 2008 vision statement bears no resemblance (thankfully) to the 2005 vision statement
and there are no other district vision statements available. Given the criteria required by the
state, the 2008 statement would provide an excellent starting point. The next steps would be
to locate the district’s vision statement and incorporate ideas and feedback from the Planning
Team.
SLIDE 11: My Tech Plan – Needs Assessment
Following district information and the vision statement, the next component in an Illinois
Technology Integration Plan is data analysis. Illinois plans are required to be research­based
and that research must include data from the Illinois School Report Card, which state testing
results and demographics, and may also include local assessments.
• Strengths: Strong research component and data‐driven decisions
In prior years, only state testing data was used in the development of Action Plan Goals,
Strategies and Activities. The make­up of this affluent district is such that 95% of students met
or exceeded expectations on statewide testing. The only sub­group that had a statistically
significant gap was special education students. As a result, special education students and
teachers are the only populations that are addressed in the most recent Deerfield TIP .For this
plan, I propose that additional data be collected, via surveys to faculty/staff and students, to
allow for the development of comprehensive Action Plans which will meet more wide­ranging
needs.
SLIDE 12: My Tech Plan – Needs Assessment
Metiri Group research (Technology in Schools: What the Research Says,
http://www.cisco.com/web/strategy/docs/education/TechnologyinSchoolsReport.pdf)
shows that “in schools with sufficient access (e.g., 1:1 environments, schools with laptops on
carts, schools with low student­to­computer ratios), the barriers to effective [technology] use
are lack of: vision, access to research, leadership, teacher proficiency in integrating
technology in learning, professional development, school culture, and/or resources.”
Deerfield qualifies as a school with “sufficient access” so I chose to focus this needs assessment
on two areas with the direct and measureable connections to teacher and student technology
use: 1) teacher (and student) proficiency in integrating technology, and 2) professional
development.

6.
In addition to information regarding technology integration and professional development, a
limited amount of demographic data was gathered. Students are asked to indicate whether
they are in 4th or 5th grade and teachers provide information about their teaching assignment.
Information regarding equipment and Internet access is addressed in great detail in the 2008­
2011 TIP, so that data did not need to be gathered.
SLIDE 13: My Tech Plan – Survey Questions
Survey questions related to school and home use of technology by faculty/staff and students
are included on the survey. For students, technology use at school is not within their control
since use is most often determined by tasks teachers have assigned. For adults, technology use
at school is impacted by the availability of resources and the nature of their job duties.
Including questions about home use will provide a clearer picture of technology use, than
would be possible with school­related data only. For faculty/staff and students, survey
questions about to school­related technology use are required; those relating to personal
technology use at home are optional.
Questions about the quantity of time spent using computers and the Internet will not provide
data about the quality and nature of work students complete, but do provide a starting point.
Survey data will aid in the identification of gaps between what technologies are currently
being used and district goals for future technology use. The next step would be to determine
how effectively that technology is being used, which would not be accurately measured using
a self­reporting instrument alone.
Faculty/Staff Survey:
https://spreadsheets.google.com/viewform?formkey=dF9IUUhLd3dBVHBnRzI0MnR3WE1
iclE6MA..
Student Survey:
https://spreadsheets.google.com/viewform?formkey=dFRhSUJ3YUlRMlJRYUJ0S3pWSFJW
ekE6MA..
SLIDE 14: My Tech Plan – Survey Questions
Professional Development
Historically, professional development for technology has been limited. District­level offerings
are most often 40 minutes sessions during a half­day Inservice. Teachers choose which session
to attend and typically only one or two sessions related to technology. At most, 15% of district
faculty/staff will have the opportunity to take part in technology­related professional in­
district. District administrative assistants have been trained on new software for student
records and purchase orders.

7. At Kipling, our Tech Coordinator will address specific needs as they arise and is very proactive
in anticipating and planning for emerging needs. Scheduling time to meet, however, is very
difficult, as the only common time tends to be before or after school. Occasionally, the tech
topics will be introduced briefly at monthly staff meetings.
Since professional development for technology has been quite limited, data is being collected
for both in­district and out­of­district professional development. NCLB, Part D, Section 2402
(5) states: “To enhance the ongoing professional development of teachers, principals, and
administrators by providing constant access to training and updated research in teaching and
learning through electronic means.” Accordingly, questions relating to faculty/staff attitudes
towards a variety of instructional models have been included.
SLIDE 15: My Tech Plan – Goals
Illinois TIP requirements include the writing of S.M.A.R.T. Goals, supported by data analysis.
S Specific
M Measurable
A Attainable
R Realistic
T Tangible
Though not required, this tech plan will include correlations to NETS and Illinois
Technology Standards for teachers as well as NETS for Students.
Please note that the goal descriptions that follow are from the Illinois TIP template which has
been used to guide the formatting of this project. The goals that follow are those prescribed by
the Illinois template. The strategies and activities are my own and if this plan were submitted
for state approval, they would appear in the Action Plan portion of the document.
SLIDE 16: Goal 1: Curriculum Integration
Description (from template): Improve student academic achievement through the use of
technology.
Strategy 1: Provide teachers will reference resources and documents, in a shared network
folder and on Sharepoint.
• Activity 1: Provide teachers with expert training on the use of SharePoint in an
elementary school building.

8. • Activity 2: Provide teachers with a toolbox of mini‐lessons, in print and multimedia
formats.
• Activity 3: Provide teachers with graphic organizers for students and benchmark
assessments on technology skills.
SLIDE 17: Goal 1: Curriculum Integration
Strategy 2: Incorporate digital resources into classroom instruction including video
streaming and web 2.0 technologies.
• Activity 1: Students will use blogs and wikis for communication, publication, and
collaboration.
• Activity 2: Students will use social bookmarking sites (www.delicious.com) to share
research on cooperative group projects.
• Activity 3: Students will use United Streaming to access subject matter content.
• Activity 4: Students in grades four and above will use online collaborative tools,
including Wikispaces and SchoolTown.
SLIDE 18: Goal 2: Professional Learning
Description (from template): Ensure that all educators are proficient in the use and
integration of technology and that ongoing professional development activities are
provided
Strategy 1: Provide technology training to district teachers in the use of word processing,
database management, spreadsheet applications, and basic multi‐media presentations.
• Activity 1: Offer yearly technology training, at the building level, on the use of
Microsoft Word and PowerPoint for beginning users (CPDU credit).
• Activity 2: Offer yearly technology training, at the building level, on the use of
Microsoft Word and PowerPoint for intermediate users (CPDU credit).
SLIDE 19: Goal 2: Professional Learning
• Activity 3: Expand current new teacher Mentor Program from one year to two. The
Year One Mentor will continue to be a teacher at the same grade level or content
area. The Year Two Mentor will be an experienced technology user assigned to the

9. same building as the mentee. Mentor stipend, per union contract, will apply to both
years.
• Activity 4: Develop district‐level technology training for Classified Staff, on all new
software that is used in their positions.
• Activity 5: Structure half‐day Inservice meetings to provide increased computer
access for faculty and staff technology training.
SLIDE 20: Goal 2: Professional Learning
Strategy 2: Use computer‐based technologies including telecommunications to access
information and enhance personal and professional productivity.
• Activity 1: Teachers will use email for building‐ and district‐level communication,
including opening and attaching files, creation of distribution lists, and management
of messages and folders.
• Activity 2: Building technology staff will provide professional development, for all
building personnel, on the use of VOIP (2009‐2010).
• Activity 3: Building staff will contact Net56 Help Desk for all network and hardware
issues.
SLIDE 21: Goal 2: Professional Learning
Strategy 3: Provide technology training to district teachers in the use of Prometheus
Boards and voters.
• Activity 1: Expert trainer will provide professional development for district
technology staff and teachers in pilot program (2009‐2010).
• Activity 2: District technology staff will provide professional development for all
classroom teachers (2010‐2011).
• Activity 3: Building technology staff will provide professional development for all
faculty/staff who will be using Prometheus Boards for the first time (2010‐2011).
• Activity 4: Building technology staff will attend a minimum of one common planning
time meeting, per grade level, per month, to provide feedback and additional
support to classroom teachers in the integration of interactive whiteboard
technology in their classrooms.
• Activity 5: Content‐specific resources, for use with Prometheus Boards, will be
posted online (all plan years).

10.
SLIDE 22: Goal 3: Evaluation
Description (from template): Develop a continuous process of evaluation and
accountability for the use of educational technology as a teaching and learning tool, a
measurement and analysis tool for student achievement, and a fiscal management tool.
Strategy 1: Continually evaluate the success and progress of the Technology Plan based on
changing environments.
• Activity 1: Monitor assessment data and review curriculum to ensure alignment to
standards.
SLIDE 23: Goal 3: Evaluation
• Activity 2: Continue to enforce Acceptable Use Policy for students and staff.
• Activity 3: With Net56, conduct yearly review of security issues and needs as they
relate to data transfer and storage.
• Activity 4: Technology Plan Committee to meet quarterly to review progress of the
plan.
SLIDE 24: In Conclusion
Once the plan has been written, attention can be focused on that very critical issue of
implementation. It is all too common for committees to spend tremendous amounts of time
working on projects only to have those wonderful documents filed away and looked at only
rarely. As the Technology Integration Plan becomes increasingly visible throughout the
school and community, technology leaders and Planning Team members will play a critical
role in assuring that the plan is truly an agent for positive change.