EdTech 501: TECHNOLOGY USE PLANNING OVERVIEW
Review and comment on the article “Developing Effective Technology Plans” and the National Education Technology Plan 2010.
- Start with defining technology use planning–how would you describe it?
Technology use planning is the development of a plan or goal by an individual or group of individuals. It should be short term, not long term. This plan addresses both the purchase and use technology (not just computers). The goal of this plan is to address the applications of technology … that will help all stakeholders work “smarter not harder.” It should address the different ways technology will utilized, implemented, evaluated, and funded. It should be based on a “vision.”
- How might the new National Educational Technology Plan 2010 be an effective and powerful resource for technology use planning?
The New National Educational Technology Plan 2010 provides balance and support for a technology plan. When creating any technology plan or use plan you should have specific references, reasoning and justifications. Referencing the National Educational Technology Plan 2010 provides insights and support to any request (especially for funding). It addresses issues and topics that the government has researched and it’s future projections.
- Do you agree with See about tech use plans needing to be short, not long term?
I agree with See that a tech use plan should be for the short term. Technology is constantly changing. A technology use plan should be for what is relevant and beneficial today and can be implemented in a classroom or school now. Long term planning is not realistic. In 5 years from now, many of the technologies we use today will be obsolete at worst, or outdated at best. If it is necessary to create a long term technology use plan you should try to develop in phases, with regular evaluation points. Evaluations should address both fiscal and relevance issues. It should allow for revisions of the plan at regular intervals..
- What do you think about his comment that “effective technology plans focus on applications, not technology?”
I agree with See’s comment that “effective technology plans focus on applications, not technology.” A good plan would have specific outcomes and objectives. Once you know what your objectives are (and how to measure them) then you can address what types of technology will help you meet these goals. One goal should always be how to help teachers be more effective and efficient. A good goal should always address the question of “why do you need this?”
5. What experiences have you had with technology use planning and what have you seen for outcomes (both good and bad?)
The local school district recently revised their policies for “online learning.” A plan was created and presented to the school board and quickly approved. The plan allowed for students to take, as part of their regular six period day, an online course. At first this sounds great; however, no one addressed who would supervise these students. The students were sent to the library to work on their class … completely alone and without any structure. These students quickly discovered they did not even need to go to “class” or they could use the computers to play games or do other work. I feel as though a better plan would be to carefully examine not just the technology (there were plenty of computers available with the appropriate software) and using effective online programs but the support for these programs. The librarians were not provided with any training on how to assist online learning (most of the students were taking high level math courses.) The math teachers were not informed of this new program, so when students started asking for help at after school tutoring labs they were caught off guard. Keeping up with current trends in education and technology is critical but it is also critical that we develop plans that consider all stakeholders and participants.
(2010). National education technology plan 2010. U.S. Department of Education.
See, John. (1992). Developing effective technology plans. National Center for Technology Planning. (19)8.
3.4 Policies and Regulations. Policies and regulations are the rules and actions of society (or its surrogates) that affect the diffusion and use of Instructional Technology