1. First Steps

A. Coordinate all components of your plan.

Each of the five components of an education technology plan is so dependent on the next that close communication between the persons working on each component is vital. Additionally, be¬cause all components arise from and support the Curriculum component, consider developing that component first and obtain

¬ing stakeholder agreement on it prior to proceeding with the rest

of the planning.

B. Review all the existing plans and basic information.

The planning process will be enhanced by gathering all the existing plans and necessary information before the first meeting of the planning team. Consider compiling a library of the following documents to assist the planning team:

• Strategic plan

• Any existing district and/or site technology plans,
• E-rate

  plans, 

• Action Plans for Education Technology
• Records of previous staff development

• Any comprehensive improvement plans developed under the Immediate Interventions/Underperforming Schools Program, the School-Based Coordinated Program, five-year local improvement plans, or Western Association of Schools and Colleges (WASC) reviews

• District budgets, existing technology inventories, technology standards, master purchasing contracts, and any related plans,

  such as 1882 Staff Development Plans, and 1274 Plans

1. Determine how technology will be used to support teaching and learning.

All educators have the goal of improving student achievement and preparing students for life and the workplace. An education technology plan outlines how technology can assist in achieving this goal.

The first step for the planning team is to examine current district efforts in meeting the academic content standards and the vision statements included in the school district and/or indi¬vidual site comprehensive school improvement plans. The plan¬ning team should next examine the many uses of technology and develop a vision of how technology can support the school district’s ongoing efforts and long-range goal of helping students meet the academic content standards.

2. Determine the starting point—how technology is currently used.

The steps taken depend not only on the objective but also on the current use of technology and available resources. There are various tools for and methods of assessing the current status of the district’s infrastructure, hardware, software, technical sup¬port, and staff competencies. Specific methods or resources to assess specific needs are covered under the individual plan components in the next section.

3. Outline the steps to move the district from the present to the future.

Section II, “Plan Components,” and Section III, “SuggestedAction Steps and Guiding Questions,” provide detailed help in developing and implementing the components of an education technology plan. Generally, implementation requires well-thought-out timelines that coordinate all the individual steps and benchmarks in each component. For example, a particular lesson plan included in the Curriculum component cannot be presented unless the requisite equipment has been purchased and installed and the necessary training has been conducted.

4. Reflect and revise.

Planning is an ongoing process and should include set times to review progress and revise the plan. Because technology changes rapidly, an annual review process is recommended. Consider scheduling the progress reviews to coincide with the district’s budget process to ensure funding decisions are made with the latest information.