Technology Action Plan

Technology Action Plan/ Assignment Week 4
Terra Mathers

Organization:
The organizational flow chart for technology is dynamic, as well as fluid. Every stakeholder must give input and communicated effectively regarding the needs of the district, campus, community, teacher and student. Refer to the chart below to see roles and responsibilities of the key stakeholders. The principal’s role in maintaining the integrity of technology at the campus level is multi-faceted. He or she has the responsibility of overseeing techonology use at the teacher and student level, insuring that the campus technology is adequate, and mananging the budget effectively. Seeking outside funding in the form of grants, etc is also important. They must communicate with parents, community members, students and teachers and then make decisions regarding this input. The principal must also effectively communicate with the director, superintendent and board members the technology needs of the campus. According to C. Gilmore, Technology Services Coordinator, the district technology needs are driven by the principals in the district (personal communication, Dec. 9, 2009). The technology department relies on the principals to communicate needs and drive software purchase decisions. The technology department is there to implement the technology chosen by the individual campus and district.

Position
Responsibility
Board of Education/Superintendent
Determines financial needs of district, writes and works to pass bonds, helps establish budget for district technology and campus technology
Director of Technology/Chief Information Officer
Supervises and assigns/coordinates district technology team. Insures quality control of technology work orders to insure technology is working properly. Insures budget is used appropriately, looks for additional funding sources such as grants. Supervises technology upgrades. Researches and helps make decisions about district level technology installs and upgrades. Hires appropriate personnel as needed.
Technology Services Coordinator/Network Administrator
Manages and assigns technology tickets (work orders). Supervises campus level technicians, assists with hiring personnel, works on new installs and upgrades, gives input into purchases and upgrades. Keeps network in working order, manages upgrades and installs, communicates network upgrades, outages, and password changes to district employees, investigates reports of improper network usage.
Network Technician
Makes changes to network as needed, works in centeral office upgrading, changing network equipment, addresses network issues at the campus level.
Computer Technician
Keeps computers, smart boards, document cameras, (all technology equipment etc.) in working order. Installs software on individual computers.
Student Technician
Assists campus computer technicians with computer maintenance and software installs and upgrades on individual machines.
Principal
Utilizes budget in a responsible manner to allow for technology integration and updates at a campus level. Seeks out additional funding in the form of grants and fundraising to increase technology upgrades and use. Monitors and encourages technology use in the classroom. Seeks and provides staff development on technology use in the classroom, technology integration, etc. Makes campus level decisions on software and technology needs. Encourages communication among staff, students and parents regarding technology needs.

Campus Technology Teacher
Responsible for teaching all technology classes on campus, assists students with creating morning announcements, assists teachers with finding websites and information about technology in the classroom
Classroom Teacher
Helps implement technology TEKS into lesson plans, introduces and utilizes technology in classroom on a regular basis. Supervises student technology use to insure proper use and safety.
Student
Utilizes technology in classroom assignments in a responsible manner.



According to analysis completed in week 3 of this course, the technology infrastructure and equipment available in the district is very adequate to address the needs of our students. Every campus has numerous computers, iPods, laptop minis, and sufficient bandwidth available. The district needs to insure that the budget continues to reflect the needs of the campuses and provides for the continual updating of technology, both at the district and campus level. The most pressing needs of the district, in regards to technology lie in the area of professional development and communication. Teachers must constantly look for and participate in professional development to insure that they are learning and up to date on the current technology. After the professional development is also crucial that the administration provide the support for the integration of what the teachers have learned. One of the first areas of professional development that needs to be addresses is insuring that teachers understand the STaR Chart and how it is used to help make budget and professional development decisions. Another area of need in professional development is the actual implementation of technology in the classroom, and in lesson plans. This professional development should include the use of the internet, podcasts, IPods, blogs, WIKIS, websites, and computer use in conjunction with the TEKS and engaging activities. The following table gives suggestions for professional development that will increase technology use in the classroom, assist teachers in using data to drive decisions, and technology integration.

Professional Development
Outcome
STaR Chart Training
Teachers will understand the purpose of the Star Chart and how it drives district decisions in budget and pertains to AYP.
Use of blogs in and out of the classroom
Teachers will understand how blogs can be integrated into the classroom. Teachers will be given the opportunity to set up and practice “blogging” in regards to actual TEKS and lessons. Teachers will also be given the opportunity to explore how blogging with students outside the classroom can be utilized to increase student learning through tutorials and homework help.
Creating your own website
Teachers will create actual websites that are connected to the campus website. They will explore how websites can create better communication with teachers and students.
Podcasts and how to use them in lessons
Teachers will take a lesson that they have already created and learn how to create a video podcast that can actually be used in the lesson to increase engagement and student activity. This development can be extended to a second session in how to help students create their own video podcasts for presentations and use in future classes.
IPods and how to utilize them in the classroom
Teachers will explore the use of IPods in a lesson in regards to searching the internet, viewing podcasts, listening to podcasts, audio books, sharing files and sending instant messages in the classroom setting.
Technology and assessments


Teachers will explore how to utilize technology in assessments. They will also practice analyzing data that is provided through technology
Analyzing data from TAKS and CBA’s (Curriculum Bases Assessments) to drive instruction.

Teachers will bring data from their students and learn how to disaggregate data provided from TAKS and CBA’s in a way that can be utilized to make decisions regarding lesson plans and the way TEKS are taught.
Decision making in regards to technology integration in the classroom
Administrators and teacher leaders will learn how to research and gather data in regards to integrating technology in the classroom. They will also look at their campus and district STaR charts in conjunction with the Texas Long Range Plan for Technology and create an action plan to increase accountability ratings in the area of technology.

While the above provides some ideas for professional development, the lack of communication in regards to available technology needs to be addressed. At the campus level, it is important for there to be a campus technology point of contact for the teachers. This could possibly be the technology teacher, or another teacher leader, chosen as the principals sees fit. This person would be responsible for knowing what technology and professional development is available for use by campus teachers and then communicating this in a continuous, effective manner.


In order to see the results of the Action Plan that is based on the organizational system and professional development plans the following data sources would be utilized to update the action plan on a yearly basis.


Data Source
Information Provided
Campus STaR Chart
Determines progress towards meeting the objectives and goals of the Texas Long-Range Plan for Technology. This drives campus decisions for budget and technology planning
Teacher STaR Chart
Determines how well equipped teachers are to integrate technology into the classroom and teach students the skills they need to thrive in the 21st century. This drives decisions regarding professional development.
AEIS
Disaggregated data showing performance of students in regards to ethnicity, sex, special education, economically disadvantaged, LEP and at risk.
CBA (Curriculum Bases Assessments)
Determines progress of student acquiring the TEKS. Drives instruction and guides technology integrating in lesson plans.
Surveys regarding Professional Development – short term
Within 72 of attending professional development attendees fill out a survey rating the quality of the professional development. The outcomes determine future presenters, content and subjects presented.
Surveys regarding Professional Development – long term
Approximately 8 weeks after attending professional development attendees fill out survey that helps determine if the learning that took place carried into the classroom. This will drive decisions regarding professional development presenters, format, size of class, subjects, etc.
Informal Assessments regarding technology in the classroom
Principals and teacher leaders informally assess how they see technology being used on the campus, and how it should be used in regards to the other sources of data (AEIS, STaR, etc). This will help drive decisions in conjunction with the data.


In order to insure that students receive the best 21st century education as possible it is imperative to constantly monitor and evaluate the organizational system, professional development, budget, and the available data sources charting student progress. Since technology is changing so quickly it is important to keep striving to learn about and follow through with the integration of technology into the classroom.