Technology Use Planning Overview
Technology use planning is a way of assessing where an institution currently is and where it would like to go in terms of how technology is used in the classrooms. The end result is a formal document that summarizes the plan. The ultimate goal of a technology program is to empower learners to be able to not only understand how a computer works, but to be able to use technology as a tool to achieve their goals in all areas of their lives. This is a complex task because since technology is rapidly changing, planning for technology use is like trying to hit a moving target. Technology use in classrooms is hard to plan for also because unlike in the content area that the class is focussed on, where the teacher is the expert, often the students are the experts when it comes to technology use. This sets up a dynamic where it may be out of a teacher’s comfort zone to use technology in their everyday lessons. ![](https://i0.wp.com/www.lindencafe.info/yb29/ed685_files/image002.jpg)
The National Educational Technology Plan 2012 is a rich document that gives a clear overview of 5 different areas education should focus on in regards to technology. The plan has very specific examples that can be followed for implementation, along with objectives to be used as a framework for planning. This is a tool that can help educators to know where to start, or how to go about revising their plans to stay up to date.
John See argues that tech use plans need to be short, not long term. I agree that the planning for the types of devices used in the classroom would ideally be short term. In the past five years there has been a shift away from using traditional computers towards the use of tablets. A five year technology plan that is not revised with a critical eye each year may prevent a school district from keeping up with new technology.
Other types of technology planning, such as broader goals related to using technology in the classrooms and teacher education in technology do not depend as heavily on current devices and software. Having longer range plans in these areas, especially related to future budget earmarks for implementation, seems like it would be a good idea as long as there is flexibility that allows for integration of new technologies not yet known about when the plan is first written.
John See also argues that “effective technology plans focus on applications, not technology.” I think that this comment hits on the same theme as his belief that technology plans need to be short term. Focusing on the type of technology students use would date a technology plan, whereas focussing on how students relate to the current technology available allows for a fluid change in the devices being used with the same learning outcomes as goals. That being said, one does need to consider the type of technology to be purchased in the short term in any technology plan.
From my personal experience as a teacher, I believe that a district needs to keep their technology updated if they expect teachers to use it in their curriculum. Our school has computers that are ten years old, and are slow and not able to run software and applications well. Attempting to do science labs where the computers freeze, or take an incredibly long time to open an application from the internet is a roadblock in the ultimate goal for the students to learn the lab’s objective. This is a frustrating situation for the students and the teacher. No one likes to have a tool that doesn’t do its job properly. So the technology objectives fall by the wayside because the devices are out of date and do not give the classroom access to current applications that relate to the curriculum objective.
I have found myself agreeing more and more with the ‘bring your own device’ model for technology use in education. This model, which is already in play in many college environments, would allow for new technology to come into the classroom as the population of students buy it for their own personal use. It would also fit in with the idea that technology plans should focus on applications, not technology. Using the devices that are already available to students would allow them to practice on the technology they already have. Since there would be a mix of devices in the classroom students and teachers would be exposed to how different devices are optimal for
different applications.
Of course, this BYOD approach to supplying computers would not work if students did not have computers or tablets of their own. It is not be a reasonable option for schools with a large percentage of low SES families. And even in schools that can expect that many students would have access to their own devices, there would have to be a provision for students who do not have their own laptops or tablets to check them out from the school. Many schools already have a similar program in place for checking out graphing calculators to math students. This model would allow for schools to buy fewer computers by using the ones that are already in circulation in the student body. Schools could in turn refresh their inventory with new technology more often.
Researching technology plans has given me exposure to the issues that must be taken into consideration as a school writes its technology plan. This addresses the AECT standard 3.4: Policies and Regulations.
References:
Al-Weshail, A. S., Baxter, A., Cherry, W., Hill, E. W., Jones, II, C. R., Love, L. T., …Woods, J. C. (1996, May 7).
Guidebook for developing an effective instructional technology plan: Version 2.0. Mississippi State University. Retrieved from:
http://www.ed.gov/sites/default/files/netp2010.pdf
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