Key Questions and Indicators

The initial key question refers to the environment that allows for a technology plan to be developed in the first place. It points to the broad policy-making efforts of a school or district, which will ultimately affect a technology plan's implementation. The remaining three questions refer to the plan itself and are very straightforward: is there a plan, what does it consist of, and how well is it being followed?

Perhaps the most critical component of planning is evaluation of the plan, addressed in Key Question 4; only through assessment is it possible to ascertain whether or not the plan is accomplishing the job its originators set out to do. Assessments may also be helpful in giving insight into what is most important in a technology plan, and it may therefore be useful to refer to this key question in composing a plan in the first place. Ultimately, evaluation will point to plan revisions and reveal the need for adaptability through periodic review cycles.

Key Question 1. Are there technology policies?

Existing, implemented technology policies can be a background against which a technology plan is carried out, or they can be one desired end goal of the implementation of a technology plan. Examples of such policies might be acceptable use policies (AUPs) or policies related to the privacy of student data records. A school or district may also have broader policies in place that will influence a technology plan, such as business policies that could include requirements for impact analyses, financial contingencies, or security safeguards.

Policies with local impact can be adopted at any level, from the school to the district or region, or to the state as a whole. An example of district-level policy can be found at the Bellingham (WA) web site, http://www.bham.wednet.edu/policies.htm. A framework for state technology policies developed by Chris Dede can be found at http://www.neirtec.org/statepolicy/forum1/default.asp.

INDICATORS

Policies are in place that will affect technology planning or implementation	Existence of policies.
	Types of policies currently in force.
Technology policies are in process	Existence of a policy development process.
	Types of policies currently in process.

TERM CATEGORIES

Types of technology-related policies: acceptable-use (or appropriate-use) policies (AUPs); restrictions on access to student records; technology security policies; policies regarding acceptance of commercial advertising on school web sites; policies regarding acquisition, maintenance or disposal of school equipment or applications; policies regarding acceptance of donated equipment and software; policies regarding community or after-school access to school or district technology resources.

Key Question 2. Is there a technology plan?

As stated in the Overview to this chapter, technology plans are central to technology deployment. They can be tools of reform and guidance, and as such they can impact every aspect of technology infusion in the school or district from dialogue to professional development.

Technology plans undergo review and approval by many outside groups. Some are reviewed and approved at the state or even federal levels. The requirement for outside review imposes structure on a plan. Plans not requiring outside review can be much simpler and can depend on the initiative of local proponents, such as a superintendent, principal, or teacher technophile. However, all planning efforts can benefit from considering the components listed in this chapter. All technology plans should take into account long-range funding issues; focus on instructional and administrative enhancements and goals; identify an implementation phase; coordinate all aspects of technology integration, including professional development or staff training; and evaluate outcomes.

The first indicator deals with the pre-planning phase, which must be given careful thought in order to ensure the success of a technology plan. The stages of a pre-planning phase include a current-status assessment of technology, including equipment, skills, and use. Additionally, a current and future needs assessment provides the plan with direction and credibility. Finally, the make-up of the planning team needs to be determined, and participants identified and recruited. The members of the planning team are the ones who will bring the plan to life, including solidifying district and community "buy-in" of the plan and finding the funds to make it happen.

INDICATORS

Pre-planning phase completed or under way	Stages of the pre-planning phase completed.
Major plan components	The major planning components are present.
	Components of the plan.
Plan approval	The technology plan is approved.
Funding support	Percentage of total technology plan budget that has funds committed to its support.
	Percentage of the plan federally funded.
	Percentage of the plan state funded.
	Percentage of the plan funded through other (local or private) sources.

TERM CATEGORIES

Major plan components can include:

• review of technology status, needs assessment, and other pre-planning products
• vision/goal statements
• equity issues
• instructional uses of technology
• student technology standards
• staff technology standards
• integration into core curriculum
• pilot program and action research
• management uses of technology
• student information systems
• infrastructure and support for infrastructure, including such facilities-related needs as air conditioning/cooling and asbestos abatement
• review of current "state of the art" for options in design of infrastructure
• capabilities of hardware and software, projections of "next generation" capabilities and features
• acceptance and management of donated computing resources
• long-range goals
• inventory control issues, such as maintenance and replacement cycle
• budget projections and funding sources for initial installation, hardware, and software
• staff training programs
• benchmarking standards
• quality control components
• security planning

There are potential components of a technology plan that can overlap with a school or district's facilities plan, such as network installation costs, including electrical wiring, maintenance and expansion. Technology planners and administrators will most likely want to decide in the pre-planning phase where to deal with facilities issues and related budgeting.

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Key Question 3. Is the plan being implemented?

Creating a technology plan and getting it approved and funded are only the beginning. Implementation has its own timeline and benchmarks, including purchasing equipment and installing, training, and evaluating each new technology introduced. The technology plan should account for each of these components, as well as implementers or teams responsible. The indicators below point to broad categories of implementation components. Technology planners will want to adapt their implementation efforts to the details of the overall plan and/or revisions to the plan.

INDICATORS

Evidence of plan implementation	Status of each major plan component.
	Plan schedule and benchmarks are being met.

Key Question 4. Is the plan being evaluated?

Perhaps the most important aspect of the technology plan process is evaluating its results and impact. Provisions for revising the plan should be a part of its creation, in the form of a review cycle that includes timelines and reporting. Possible components of the review cycle are listed below. If records from the pre-planning phase have been kept, the evaluation phase will be able to provide greater insight into the plan's progress and impacts. Possible means to obtain measures used to determine progress include customer feedback, plan audits, focus groups, and surveys.

It is important to remember that technology or parts of the plan that are not implemented should not be considered failures. Implementing new technology can be a daunting undertaking and flexibility is needed for any change process. For this reason, evaluation in a variety of formats is critical in objectively determining what is working and what needs more attention.

INDICATORS

Evidence of evaluation	A review cycle (including timelines and reporting) is implemented.
	There is a provision for revision of the plan.
	The review is detailed in a report.
	The report is readily available to the school and community.
	The technology plan has been changed on the basis of the most recent evaluation review.
	Components of the review cycle.
	The plan is achieving its goals.

TERM DEFINITIONS AND CATEGORIES

Review cycle components include accountability measures, such as identification of indicators during pre-planning to maintain records of progress; technical performance; student performance; community support; implementation benchmarks; budget analyses; utilization records; evaluation components; and progress measures.

Unit Record Structure

Many of the indicators presented in this chapter can only be measured through specific data collection efforts, with surveys conducted or questions asked by the local technology coordinator or the CIO or acting administrator. The unit record structure presented in other chapters, in which administrative data routinely collected for a variety of purposes can be converted into indicators that provide responses to key questions on the presence of technology, is not really appropriate for data on the status of technology planning.