Technology Use Planning Overview

Technology use planning is a process school boards and district administrators should undertake annually in an effort to be proactive and effective as they seek to integrate technology in a manner that considers teaching and learning first. Deliberately formalizing instructional and educational needs will act as a catalyst as our organization moves towards its goals. However, small rural school districts often lack technical resources. They can leverage a sound understanding of national trends and best practices.

The National Educational Technology Plan (NETP) 2010 is a useful document when beginning the planning process. It encourages us to focus planning effort on five core areas: learning, assessment, teaching, infrastructure and productivity. These core areas are broad goals that are still relevant in 2013. They are technologically agnostic, ideas that could be built with different tools. Of particular interest for those in a smaller district is the Goals and Recommendations section. It examines the five core areas and projects a number of recommendations and actionable concepts that support each. A planning committee might examine how their organization rates on each recommendation and consider opportunities for improvement.

It would also be helpful to balance the broad goals of the NETP with the view expressed in Developing Effective Technology Plans by John See in 1992. His argument is especially important as technology planning moves towards specific year to year purchasing. Technology does move fast and organizations need to ensure open and clear communication so that they can make decisions quickly.  Experience leads me to agree with his focus on application over technology. When iPads first came out, I was puzzled by the lack of discussion around what they were using them for. It’s important to start with the problem, not the solution.

Last spring I had the opportunity to speak with a superintendent of a district ten times the size of my own who had risen through the ranks via technology. We spoke for about two hours while I detailed my own program successes and challenges. At the end of our conversation I asked his advice for me given all that we had talked about. His answer was simply to plan more and better. His district has historically had less resource per student than my own and they have some very progressive programs. It made me realize the opportunity within my current position.

From that conversation, I came into this school year with more effective planning as a goal. The nature of the culture in my current district is reactive. Over the last number of years we have run a vast number of pilots via a grant process and have many fragmented technology projects. I am seeing fatigue from teaching and support staff.

We are at a bit of a crossroads. Our current technology plan is derived from the district’s strategic plan which is now nearly seven years old. We are recognizing increased device use and seeing the needs of the classroom shift from simple access to mobile and individualized access. Some of the budget model that my district has been using seems outdated. Establishing an annual and cyclical plan with clear goals for technology integration and professional development based on open communication with schools and teachers will improve technology skill ownership.