Technology Planning: Plan for a Plan

Planning For A New

Innovation
By: Roni Ramos
4/15/2015

Technology Planning: Plan for a Plan

Analysis of current situation
As the world is constantly changing so is education. There are constant demands on both
educators and students to compete in a digital global society, however schools and teachers
need the recourses and knowledge to educate diverse 21st century learners. Educating our
future to be college and career ready is impossible without the use of technology.
I currently work at University Park Elementary School in Hyattsville Maryland, where
Im fortunate to work with a diverse staff and student body. University Park is an elementary
school in Prince George County. It host grades pre-k -6. As of September 2015, 661 students are
enrolled with 49 teachers including interventionist and a cultural arts team. As a school we have
recognized the need for technology and have recently received funds for a technology refresh.
We used those funds to purchases Smart Boards for all intermediate grades (3-6), 30 iPads, 30
desktops (new computer lab), and 30 laptops (mobile computer lab). The new technology is
fantastic however it currently isnt being used to enhance students learning. There are many
reasons why the technology in the building isnt enhancing student learning; teacher may not be
using the technology correctly due to the lack of knowledge. Teachers and key leaders in the
building may not see a need for the technology. Teachers may find the technology not readily
accessible; teachers are sharing a limited number of devices and having to sign them out weeks
in advance. Having conducted several interviews with teachers in my building I would like to
propose one technological innovation that UPES (University Park) could focus on that could act
as a gateway into 21stcentury teaching; GAFE.
Prince George County Public Schools uses Google servers for all staff emails and
documents. The county recently provided all students with Google emails; therefore GAFE
seems like an appropriate innovation that offers many uses for teachers and students. In order for

Technology Planning: Plan for a Plan

my proposed innovation to be successful ALL staff must be on board. In Surrys paper
Diffusion Theory and Instructional Technology Rogers states that potential adopters (teachers)
judge an innovation (GAFE) based on their perception regarding 5 attributes: Trialability,
Observability, Relative Advantage, Complexity, and Compatibility. Using these attributes I
examined how and if GAFE would be an innovation worth implementing in my school.
Triability: It has been proven to me through observation and my recent interviews that I
conducted related to ELY and Surry that educators (teachers) aren't against technology, in fact
they see and know that there is a great need for it in the schools, this was half the battle.
Although educators see the need for technology in their classrooms the term itself, "technology"
for many means advance or hard, the term scares teachers away. I believe that if teachers could
see how easy such an innovation as GAFE is, many would be more open to take a risk and try
something new. Teacher buy-in is necessary for GAFE to be successful.
Observability: Like all things the best way to sell anyone one on any product is through
observation (see it in action). If educators could see via learning walks, PD, web videos how
technology could enhance student learning, peer collaboration, and parent/community
involvement teachers would be excited to join the GAFE learning community.
Relative Advantage: Technological integration saves time, increases productive, brings
students, teachers, parents and communities together.
Complexity: Constant PD (professional development) is mandatory. Just like textbooks
innovations are constantly being updated, therefore PD can't be a one-time thing. Administration
and other key leaders in the building need to take responsibility for staff learning as well as
student learning.

Technology Planning: Plan for a Plan

Compatibility: It is important that teachers can make a clear connection with the technology
being used and standards being taught (curriculum). Nothing should be taught in isolation,
including technology.
Change is not easy especially in the field of education where there has recently been a big
shift in the curriculum as well as new testing mandates. For a new innovation to be successful
there are eight conditions to facilitate the implementation of educational technological change
(Ely, 1976). The first condition that Ely states must occur in order for technological
implementation to be successful is, dissatisfaction with the status quo. This condition states that
implementers (teachers) must see a need for the innovation (Ely, 1976). Something is not right.
Things could be better. Others are moving ahead; we are still standing still (Ely, 1976). After
conducting several interviews all teachers felt there is a need for technological integration.
Elys second condition is knowledge and skills exist, this condition states that the people
who will ultimately implement any innovation must possess sufficient knowledge and skills to
do the job (Ely, 1976). Without proper training change will not occur. All of the teachers that
were interviewed felt that this was the most important condition. If I dont feel comfortable
using the technology than I wont use it in my classroom, one teacher states.
Elys third condition recourses available, states that without the hardware and software, it
is almost impossible to implement changes that require such materials (chapman, 1990; Fullan
1985). Due to the technology refresh that we recently received my school has the recourses
(Google email and technological devices) available to implement GAFE. Not only does my
building have the recourses available the county has Google certified educators on staff to
services Prince George County employees.

Technology Planning: Plan for a Plan

Elys fourth condition Time available states, implementers must have time to learn, adapt,
integrate, and reflect on what they are doing (Ely, 1976) This condition will be the most
challenging. Although many things in the field of education have changed the one thing that has
always remained constant has been time, rather lack there of time. Finding the time for PD
(professional development), OJT (on the job training), and reflection must be addressed in order
to implement the innovation correctly.
Rewards or incentives exist for participants are Elys fifth condition. There must be
sufficient reason to consider change and that is where incentives play an important role (Ely,
1976). Accord to Ely teachers need a reason for change; rewards may vary from a simple job
well done to pay increase. Although Ely claims this is a condition for change all of the
educators interviewed stated that rewards and incentives were unnecessary. What we do is for
the children, clearly not the money nor the thank you, states a college of mine.
Participation is expected and encourage Elys sixth condition, states that unless the
individual who is expected to implement the change has some part in deciding what to do, its
unlikely that the innovation will be implemented with fidelity and enthusiasm (Ely, 1976). Like
Ely I know that for GAFE to be successful all participants (implementers) must feel that he or
she has had an opportunity to comment on the innovation that will directly affect his or her work
(Ely, 1976).
Commitment by those who are involved in the seventh of Elys eight conditions; the
conditions states that for new innovation to be successful vocal support for the innovation by key
players and other stakeholders is necessary. For GAFE to be successful there would need to be
huge support for administration and grade level team leaders.

Technology Planning: Plan for a Plan

Elys last condition, leadership is evident states the importance of initial encouragement
to consider new ideas, insure that the necessary training is given and that the materials to do the
job are easily available, and continually communicate their enthusiasm for the work (Ely, 1976).
Without clear identifiable leaders a new innovation wont be successful, anonymous educator.
After reviewing my school using Elys eight conditions Im confident that a new innovation like
GAFE would have a positive impact on both the staff and students.
I Examined University Parks building and staff members using the five-phase teacher
development model created by ACOT (Apple Classrooms of Tomorrow). ACOT focus was on
examining what happens when teachers and students have constant access to technology, the case
study proved that the integration of computers gradually allowed for new patterns of teaching
and learning ACOT labeled the stages of change (Dwyer, Ringstaff, Sandholtz, 1990).
As a building University park is at the adoption stage. Computers and other technologies are
available for teacher and student however they are being used to complete task that technology is
not necessary for. As a staff there is tremendous gaps, some teachers are at the entry stage while
others are at appropriation.
Entry
Teacher who are at the entry stage in technological integration are texted based were the common
tools are blackboards, textbooks, workbooks, ditto sheets, and overhead projectors. Those tools
are the tools used to support learning. (Dwyer, Ringstaff, Sandholtz, 1990) This phase is where
most of the teachers in my building are. They are using technology minimally for convenience
purposes only.
Adoption

Technology Planning: Plan for a Plan

In the adoption phase technology is being used, however the teachers havent figured out how to
blend the technology into the curriculum with disturbing the classroom environment. I can relate
to this phase, as I know many of my fellow educators can as well. Many teachers in my building
are using technology for review. Students are using the computers to play educational games,
watch reteach videos, and receive interventions. Intermediate grade level teachers are using their
brand new Smart boards as projection screens.
Adaptation
At the adaptation phase of ACOT the technology in the classrooms are helping increase student
productivity. Students are able to learn at a faster pace and produce work at a quicker rate. The
extra time gives the teacher the opportunity to engage the students in higher order learning
objectivities. At this stage students are engaged and excited. Teachers in my building who are
implementing technology on this phase are comfortable with computers. Teachers have students
type reports, essays, stories, homework, ect. Teacher in my building who are at this stage have
students creating Power Point presentation and Google Slide presentations based on taught
concepts.
Appropriation
At the appropriation phase of the ACOT, the teachers role changes. Teachers become more of a
facilitator. Students begin taking ownership of their own education through collaboration and
discussion. At this phase teachers understanding of the technology is effortless. It is rare in my
building to see teachers at this phase of the ACOT teacher development model. I have used
Padlet for students to give and receive feedback based on presentations. That particular activity I
would rate as appropriation however activities like that arent happening regularly in my
building.

Technology Planning: Plan for a Plan

Invention
Invention is the last of the 5 stages. At this stages the technology allows for complete redesign.
At this phase teachers are creating and assigning interdisciplinary assignments based on
technology. Students are using technology as a way to apply knowledge. Like appropriation there
are very few teachers in my building who are at this phase.
After rating my school UPES (University Park Elementary School) using both Elys eight
conditions of change and ACOT stages of change it is clear that UPES is ready and prepared for
GAFE. I found that there is a huge technological gap amongst teachers GAFE could be the
perfect solution in closing the technological gap amongst the staff.
Stakeholders
For GAFE to be successful one person cant do the work by him or herself. Therefore the
first step is recruiting others who are enthusiastic about the innovation and are open for change to
form a technology committee. The purpose of the committee is to create a plan for the
implementation of GAFE and other technological innovations. The members in the committee
must represent all groups in the building. The members of the committee will include a
technology chair, principal, one PTA representative, media specialist, and one member from each
grade level and department.
The stakeholders represent all grade levels in the building including specialists and the
cultural arts department. The PTA member represents the parents and the community.
Administration participation is key, as they have the final say in all decision made in the
building.
The roles of each member in the committee may vary. The technology chair would take
the role as the leader. It is important that staff members agree on the person chosen to accept

Technology Planning: Plan for a Plan

that role, ideally the staff would vote on that person chosen. The technology chair role consist of:
scheduling meetings, establishing norms during meeting, creating meeting agendas, and
assigning committee roles such as; notetaker and timekeeper. Members will take turns
scheduling and leading with professional development sessions.
The PTA is the heart of the school; there presence is key. The PTA member would be
the direct line to the community. The PTA and community can help with fundraising, equipment
distribution, and local business involvement.
Although students arent directly on the committee they play a huge role in the
technology plan. Without the students there would be no need for a plan. The students are the
reason why teachers are integrating technology in the classroom. Classroom teacher will
represent both their grade level teachers and students.
To keep members involved the committee chair must make sure that all meetings are
meaningful. To do this agendas will be spent out to all participant 48 hours in advanced. All
meetings will be announced 2 weeks prior to ensure all members are present. All meeting
minutes will be recorded and emailed to all staff members, parents, and community partners. The
committee will advertise all events and information in monthly newsletters and on school
website. Student, parent, and staff surveys will be conducted quarterly to evaluate needs and
ideas.
The committee members (stakeholders) differ from the ideal listed in the Guidebook
for developing an instructional Technology Plan ,(Mississippi State University, 1996) because
the committee works as one unit. In the Guidebook there were several sub committees where we
just have one main committee. Equipment, maintenances, networking and professional
development needs are out of the schools control. Equipment replacement and repair must go

Technology Planning: Plan for a Plan

through the county. As for professional development we are limited to the amount of mediatory
PD given during teacher duty days/hours. The PTA, community, and local business involvement
will aid in the fundraising plans.
Creating a technology committee with enthusiastic, committed stakeholders, will allow
for many of Elys conditions to be addressed (Ely, 1990). PTA and community involvement
could address Elys third condition; recourses are available. Fundraising could allow for more
materials, devices, and training to put the proposed initiative into practice. Administration
involvement is necessary, administration can address Elys fourth condition; time is available.
Administration creates all professional development schedules and meetings. Having
administration support will address Elys fifth condition; rewards or incentives exist for
participants. Administrators make budget decisions, however like most public schools funds are
limited therefore administrators have the power to offer other incentive such as, and jeans for a
week or leave when the students leave for a week. Having a committee in place will show the
staff that leadership is evident, Elys eighth condition.
Creating a technology committee with stakeholder will aid in teacher buy-in. Creating a
technology plan will help both the teachers and the students.
Plan of Action for Technology Planning
Once our committee and roles of members have been put in place it is important that together we
come up with a vision and mission statement. The vision and mission statement should align
with the school mission statement of, With partnership with parents and the community, is
committed to providing an academically stimulating, safe, nurturing, and eco-friendly
environment. The mission statement must state what our goal is and what it is that we plan on
accomplishing. Our vision will state the end result. Both our vision and mission statement must

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Technology Planning: Plan for a Plan

focus on education, staff, and students; rather than the technology itself. Curriculum standards
should be taken into consideration while creating both. The mission statement might include the
schools starting point on the ACOT stage model and state where we would like to see teachers
progress too. The mission and vision should clearly explain the purpose of the technological
integration; which is to create classrooms that are student centered, directed, and led. The most
important part of the mission statement and vision are the stakeholders. It is important that they
understand the mission and vision and that are receiving annually updates on the progress of the
mission.
Once the mission statement and vision are created the technology plan should show how
the school is going to achieve the goal. Having a technology plan in place will set a purpose for
technological integration. The plan will hold teachers, parents, and students accountable. The
plan itself needs to have a clear timeline in place. A reasonable amount of time is at least a year.
Ive seen other plan that requires more time; it just depends on the school vision. ACOT took
four years before they saw major instructional shifts. Since the plan that Im proposing focus on
one technology I dont foresee it taking more than one year. The plan will act as a roadmap to
our destination.
To help better understand the detail that goes into a technology plan to viewed a couple
examples, Aldert Root Elementary instructional technology plan and Honey Creek Community
technology plan. Each plan had many positive and negative attributes that could help me in the
drafting of my own plan. Neither school focused on my proposed innovation however both were
elementary schools with length timelines. What I found most interesting was that both schools
focused on student centered, self pacing exploration.

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Technology Planning: Plan for a Plan

Honey Creek Community schools plan was clear, short, and easy to read. The plan
stated evaluation methods, professional development, community support, recourses, timeline,
and a well-organized budget. The part of the plan that I found must useful was the curriculum
integration. Some of the negatives were that the plan was out of date. Many of the technologies
mentioned are outdated and no longer relevant.
Aldert Root Elementary School was very different than Honey Creek Community. Aldert
Root Elementary Schools plan differentiated its technology goals based on different grade
levels. Their plan included the schools focus areas based on data. The big negative about this
plan was it consisted of several different documents as opposed to one, this made too hard to
read. The one thing that I found surprising with both plans was that neither aligned with
technology standards. As a whole I found looking at the different plans useful and informative.
Ive drafted an action plan below; the plan is just a draft, as stakeholders, and
administration had no involvement in its creation. The plan is basic as it is meant for one
particular innovation. The goal of the plan is that with professional development opportunities
teacher practices will begin to shift and therefore student learning will begin to shift through
technology. The plan includes several mandatory PD sessions for the entire staff as well as
optional help sessions. To assess teacher learning, staff will be asked to share samples of their
learning with the group via Google Drive. Having teachers share samples will force them to use
the technology, see the technology in practice, and better help prepare for the next PD session.
Sharing sample projects and ideas is a great way for teachers to collaborate and form learning
communities outside of their grade levels.

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Technology Planning: Plan for a Plan

Action Plan
UPES Technology Action Plan
Action
Technology
Committee Meeting

Purchase of new
technology
30 laptop
Equipment Repair
and replacement
Share mission
statement and vision
with staff
Staff PD
(Introduction to
GAFE)
Staff PD
(Google docs, slides,
sheets)

Person/Group
Responsible
Committee Members
(Stakeholders)
(1 representative from
each grade level, and
department, media
specialist, PTA
representative, and
principal)
Principal
Tech Chair

Date to be
Completed By
Monthly

Ongoing

Technology
inventory

Principal
Tech Chair
Tech Committee
Administration

Ongoing

Technology
inventory
Corrected vision and
mission

Tech Committee
Classroom Teachers
Administration
Tech Committee
Classroom Teachers
Administration

September 2015

Assessment
Meeting Agendas
and Minutes

October 2015

PD Evaluation
Survey

November 2015

PD Evaluation
Survey
Teachers will share
work samples
PD Evaluation
Survey
Teachers will share
work samples
PD Evaluation
Survey
Teachers will share
work samples
PD Evaluation
Survey
Teachers will share
work samples
Parent and
stakeholders surveys
feedback

Optional follow up
PD on Google docs,
slides, and sheets

Tech Committee
Classroom Teachers

November 2015

Staff PD
(Google Classroom)

Tech Committee
Classroom Teachers
Administration

December 2015

Optional follow up
PD on Google
Classroom

Tech Committee
Classroom Teachers

December 2015

Technology Night

Stakeholders
Students
Parents
Tech Committee
Classroom Teachers

January 2016

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Technology Planning: Plan for a Plan

Fundraisers
(purchase
Technology)

Staff PD on Google
sites and calendar

Administration
Stakeholders
Students
Parents
Tech Committee
Classroom Teacher
Administration
Tech Committee
Classroom Teachers
Administration

April 2016

5k run

February 2015

PD Evaluation
Survey
Teachers will share
work samples
PD Evaluation
Survey
Teachers will share
work samples
PD Evaluation
Survey
Teachers will share
work samples
Reflection form
Feedback

Optional follow up
on Google sites and
Calendar

Tech Committee
Classroom Teachers

February 2015

Staff PD on Google
Blogger and Google
Groups

Tech Committee
Classroom Teachers
Administration

March 2015

Staff PD
Learning Walk

Classroom Teachers
Administration
Tech Chair

Ongoing

The plan presented is not length and may need adjustments. It is a start to get University
Park into the 21st century by creating student-centered lessons technology.

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Technology Planning: Plan for a Plan

References
Dwyer, D.C., Ringstaff, C., & Sandholtz, J.H. (1990). "Teacher Beliefs and Practices Part
I: Patterns of Change." ACOT Report #8. Retrieved October 18, 2012, from
http://www.borderlink.org/BLresources/content/acot/rpt08.pdf
Ely, D. P. (1990). Conditions that facilitate the implementation of educational technology
innovations. Journal of Research on Computing In Education, 23(2), 298.
Fisher, S., & Giles, E. (2005). Poway High School technology use plan. Informally
published manuscript, Poway High School, Poway Unified School District, Poway, CA,
Retrieved from http://www.powayusd.com/pusdphs/campus/tech_use_plan_2005-2008.pdf
Guidebook for developing an effective instructional technology plan, version 2.0. (1996).
Mississippi State, MS: Mississippi State University. Retrieved October 18, 2012, from
http://www2.msstate.edu/~lsa1/nctp/guide.html
Surry, Daniel W. Diffusion Theory and Instructional Technology. [Online] Available
http://intro.base.org/docs/diffusion/, February 20, 1997.

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