Technology Action Plan

Technology Action Plan

Organization Chart Integrating Technology

Superintendent: It is the responsibility of the Superintendent to ensure that the schools within the district are provided all necessary resources in order to attain all local and state technology standards. Works directly with School Board to define, implement, and assess district technology policy and goals.

Assistant Superintendent of Instruction: Responsible for working with the Superintendent, Technology and Curriculum Coordinators and Principals in order to incorporate technology into curriculum instruction. Also coordinates all district-wide professional development programs including introduction of new computer software and hardware.

Director of Information Systems: Oversees the development, implementation, and viability of all information systems and the technology associated with these systems. Works directly with the Superintendent in analyzing district technological goals and needs.

School Board: It is the responsibility of the school board to determine district policy regarding the integration, implementation, compatibility, and maintenance of all technology integrated into curriculum instruction.


Instructional Technology Coordinators: It is the responsibility of the technology coordinators to provide support to all school personnel regarding the proper use and implementation of all district technology sytems and programs. In addition, they are required to stay abreast all new technological advances that may impact the manner in which the school district operates on a day to day basis.

Curriculum Coordinators: Work to implement school district policy regarding the implementation of technology into the classroom. Collaborate closely with campus principals to ensure that teachers are provided the resources and training necessary in order to reach technology goals and standards.

Prinicpal: Provides professional development opportunities for teachers to ensure knowledge and use of technology. The principal is responsible for making sure that appropriate technology is used in instruction and reports the progress of this technology directly to the Superintendent. To do this, the principal must facilitate the technology plan by modeling its positive uses, supervising teachers and students using technology, and working with stakeholders to maintain up to date knowledge and provide current resources to teachers.

Assistant Principal: Advises classroom teachers on district’s available technology and helps coordinate campus staff development introducing this technology. Also, assistant principals implement technology tools at hand to facilitate teacher evaluations using the PDAS system. They provide support to the principal by monitoring the use of technology in the classrooms and act as liasion between teachers and principal.


Teachers: It is the responsibility of all teachers to incorporate appropriate technology into daily curriculum instruction. They must not only apply applicable software into lesson planning, but also provide reliable guidance to their students for the proper uses of the particular technology being implemented. Teachers must be willing to share technological insights with their peers in order to better facilitate complete technological integration.


Part 2: Professional Development Planning
Because many teachers do not have a strong foundation for technology-enhanced instruction, it is critical for teachers to be provided with adequate professional development opportunities to support this practice. In addition to effective professional development, supporting technology integration also entails the following elements: (1) establishing communities of practice, (2) providing administrative support, and (3) creating relevance to context and curriculum. This information is a valuable resource for schools or districts establishing or refining their approaches to delivering effective professional development to support technology integration.
In order to improve technology integration into the curriculum, schools must converge on the powerful element of teachers supporting each other’s learning. Establishing a true learning community of practice in which teachers—and sometimes students—are engaged in learning through technology together is key to maintaining and deepening the efforts undertaken. These sometimes casual networks sustain engagement, offer contextual support, and can bridge the gap between professional development and implementation




Part 3: Evaluating the Technology Plan

Read and review the district's technology plan, noting its goals and objectives, as well as the intended activities for achieving those goals. Be sure to consider the timeline the plan sets for meeting those goals and incorporate it into the evaluation. It would not be appropriate to evaluate the availability of broadband Internet access in all district schools after one year if the plan specifies a three-year timeline for achieving it.

Look for a needs assessment in the plan that examines the district's overall technology needs and identifies the campuses or areas of the district with the greatest need. A district's schools often have differing levels of technology access for various reasons. Newer schools, for example, often have better Internet access than older campuses because such capabilities were part of their construction. Ensure that the technology plan steers new technology and technological infrastructure to the schools with the greatest need.
The evaluation should have multiple measures for assessing the implementation and goals of the technology plan. Examples of evaluation measures can include the number of computers in school classrooms, the number of computer labs, level of Internet access, students' knowledge of technology and teachers' ability to integrate technology into classroom instruction. Often, evaluators can measure the first three indicators with data from the district's technology office or technology coordinator. They can use short surveys to measure student and teacher knowledge and use of technology.
Collect data on an ongoing basis to evaluate the implementation of the technology plan. Prepare interim evaluation reports (at least once a year) to assess the school district's progress toward meeting the goals outlined in the technology plan. Write all reports in clear, concise language that readers, regardless of technological knowledge, can understand. Where applicable, use charts and graphics to illustrate key findings.