Standard 7
Copyright Richard
and Christina Hum
and Christina Hum
“Education is the only business still debating the usefulness of technology. Schools remain unchanged for the most part, despite numerous reforms and increased investments in computers and networks.”
Rod Paige, U.S. Secretary of Education, Ed.gov (2004)
Planning and budgeting for technology is not something I had ever planned on knowing how to do for Kigluait Adventures. But when running your own educational technology business, it becomes a requirement. Like any good business, we took the time at the end of the school year and examined how we did, if we met our goals and what we would need to do to meet our goals for the following year, taking into consideration the evaluations we had received. Technology was the crux of our success. If it was not functioning or if it was functioning poorly, then we could not sell the product. Hence budgeting for technology meant connecting our goals and needs to the technology to meet those goals and needs. It meant time testing and evaluating products, and looking at new solutions for new and old problems. This was definitely a side of being an educator, I had not seen before, but quickly realized the importance and weightiness of doing a job well, as poor work or choices would effect the teaching all season long.
Rod Paige, U.S. Secretary of Education, Ed.gov (2004)
Planning and budgeting for technology is not something I had ever planned on knowing how to do for Kigluait Adventures. But when running your own educational technology business, it becomes a requirement. Like any good business, we took the time at the end of the school year and examined how we did, if we met our goals and what we would need to do to meet our goals for the following year, taking into consideration the evaluations we had received. Technology was the crux of our success. If it was not functioning or if it was functioning poorly, then we could not sell the product. Hence budgeting for technology meant connecting our goals and needs to the technology to meet those goals and needs. It meant time testing and evaluating products, and looking at new solutions for new and old problems. This was definitely a side of being an educator, I had not seen before, but quickly realized the importance and weightiness of doing a job well, as poor work or choices would effect the teaching all season long.
Standard 7: Educational technology leaders coordinate development and direct implementation of technology infrastructure procedures, policies, plans, and budgets for P-12 schools.
A. Use the school technology facilities and resources to implement classroom instruction.
B. Follow procedures and guidelines used in planning and purchasing technology resources.
C. Participate in professional development opportunities related to management of school facilities, technology resources, and purchases.
Statement: Though this has been a part of my typical experience in every school I have been, I was not really able to demonstrate this till I ran my own business. Kigluait required all levels of being an educational technology coordinator, from planning, developing and implementing to providing supporting infrastructure for procedures, plans and budgets.
Artifact: District A, Elementary School B Case Study
A. Use the school technology facilities and resources to implement classroom instruction.
B. Follow procedures and guidelines used in planning and purchasing technology resources.
C. Participate in professional development opportunities related to management of school facilities, technology resources, and purchases.
Statement: Though this has been a part of my typical experience in every school I have been, I was not really able to demonstrate this till I ran my own business. Kigluait required all levels of being an educational technology coordinator, from planning, developing and implementing to providing supporting infrastructure for procedures, plans and budgets.
Artifact: District A, Elementary School B Case Study
A Side Note About This Standard
Copyright Christina Hum
When people consider the job of an educational technology specialist, the first thing that typically comes to mind is managing the technology. Though this is not the only component of an educational technologist’s skills, it often tends to be one of the components that are often stressed the most. An educational technology leader should be able to coordinate development and direct the implementation of technology infrastructure, policies, procedures, plans and budgets. In part because, "The job of overseeing a school district’s technology program has grown exponentially in recent years as computers, the Internet and other technology applications have become essential to the daily operation of schools” (CoSN CTO Council (What it Takes, 2009).
With this in mind, the following excerpt was pulled from a case study completed for Educational Technology Planning course (EDTech670) to further explain the implication of this standard. The case study not only explains the meaning and importance of the standard, but it is also the executive summary for the artifact demonstrating mastery of the standard. The artifact itself is a detailed report examining all aspects of planning for technology with suggestions for implementation. And though it is slightly out of format from the rest of the portfolio, I feel it provides strong evidence and explanation of the standard warranting the deviation from the format. As a final note, all names have been changed to preserve anonymity and privacy of the district and school, therefore the district will be referred to as District A and the specific school as Elementary School B.
With this in mind, the following excerpt was pulled from a case study completed for Educational Technology Planning course (EDTech670) to further explain the implication of this standard. The case study not only explains the meaning and importance of the standard, but it is also the executive summary for the artifact demonstrating mastery of the standard. The artifact itself is a detailed report examining all aspects of planning for technology with suggestions for implementation. And though it is slightly out of format from the rest of the portfolio, I feel it provides strong evidence and explanation of the standard warranting the deviation from the format. As a final note, all names have been changed to preserve anonymity and privacy of the district and school, therefore the district will be referred to as District A and the specific school as Elementary School B.
What does this standard mean to me?
Copyright Christina Hum
The Office of Educational Technology for the US Education Department stated in 2004, “the problem is not necessarily lack of funds, but lack of adequate training and lack of understanding of how computers can be used to enrich the learning experience.” While we are beginning to see meager progress (Ed.gov 2006) from such programs as No Child Left Behind, we are seeing even less towards the integration of technology in education. In fact, systemic change and educational leadership is a dominating conversation in many schools and Districts to help improve students’ learning, but not so for educational technology reform. In fact, in another article from the Office of Educational Technology in the US Department of Education (2006) it was stated,
we have not realized the promise of technology in education. Essentially, providing the hardware without adequate training in its use – and in its endless possibilities for enriching the learning experience – meant that the great promise of Internet technology was frequently unrealized. Computers, instead of transforming education, were often shunted to a “computer room,” where they were little used and poorly maintained.
Picciano’s book, “Educational Leadership and Planning for Technology” (2001), corroborates this by showing that educational technology serves to “connect teaching and learning, to connect students to knowledge and to connect educators to the powerful potential of modern digital communications, computers and media equipment for the betterment of schools and schooling” (p. 4), in other words, “technology is becoming the tool of choice for communicating in, accessing, and learning about our world” (p.5).
Furthermore, educational technology planning is often seen as a large daunting task, and one that can only be accomplished by those that have extensive experience and training in all areas of educational technology. Though this is helpful, this case study provides evidence that educational technology planning is best done by a team of individuals with a variety of experience and understanding of technology within the educational system, and more importantly a desire to progress student achievement through technology. “Technology for technology’s sake is an expensive and generally futile endeavor. However, when integrated into an educator’s vision of what children and young adults need to learn about the world and themselves, then technology can be an effective tool in achieving the vision” (p.4 Picciano, 2001). Thus technology, when integrated effectively through goal alignment, can greatly help to impact students education and further help teachers to reach goals set by No Child Left Behind.
we have not realized the promise of technology in education. Essentially, providing the hardware without adequate training in its use – and in its endless possibilities for enriching the learning experience – meant that the great promise of Internet technology was frequently unrealized. Computers, instead of transforming education, were often shunted to a “computer room,” where they were little used and poorly maintained.
Picciano’s book, “Educational Leadership and Planning for Technology” (2001), corroborates this by showing that educational technology serves to “connect teaching and learning, to connect students to knowledge and to connect educators to the powerful potential of modern digital communications, computers and media equipment for the betterment of schools and schooling” (p. 4), in other words, “technology is becoming the tool of choice for communicating in, accessing, and learning about our world” (p.5).
Furthermore, educational technology planning is often seen as a large daunting task, and one that can only be accomplished by those that have extensive experience and training in all areas of educational technology. Though this is helpful, this case study provides evidence that educational technology planning is best done by a team of individuals with a variety of experience and understanding of technology within the educational system, and more importantly a desire to progress student achievement through technology. “Technology for technology’s sake is an expensive and generally futile endeavor. However, when integrated into an educator’s vision of what children and young adults need to learn about the world and themselves, then technology can be an effective tool in achieving the vision” (p.4 Picciano, 2001). Thus technology, when integrated effectively through goal alignment, can greatly help to impact students education and further help teachers to reach goals set by No Child Left Behind.
What artifacts demonstrate my mastery?
Hence the purpose of this case study is to investigate a currently operating educational technology plan in District A, specifically of Elementary School B, to understand the structure, purpose and effectiveness of educational technology planning. In addition, the case study provides suggestions, based on research, for meeting identified goals of District A through the use of technology. Finally this case study can also be seen as a tool for staff of the school district to have a better understanding of the current educational technology planning system in the school. Therefore, this case study can provide a deeper examination of effective planning and research-based suggestions for improving planning in schools and districts in general.
References
CoSN K-12 CTO Council. (2009). What it takes: essential skills of the k-12 cto. Proceedings of the Webcast for CoSN members, http://www.cosn.org/Resources/2010CoSNPressReleases/tabid/6062/articleType/ArticleView/articleId/389/CoSN-Releases-Version-20-Framework-of-Essential-Skills-of-the-K-12-Chief-Technology-Officer-112010.aspx
Winer, R.S. (2000, June 28), More planning needed for school technology. New York Times, Retrieved Dec 10, 2010, from http://partners.nytimes.com/library/tech/00/06/cyber/education/28education.html
Picciano A.G., (2006), Educational Leadership and Planning for Technology; 4th Edition; Hunter College and Graduate Center, City University of New York; Pearson Merrill Prentice Hall; Upper Saddle River, New Jersey, Columbus Ohio 2006
ED.gov (March 2004). U.S. Department of Education. Official Site of the National Education Technology Plan for the U.S. Department of Education. National Education Technology Plan. Tear Down Those Walls: The Revolution is Underway, Retrieved December 10,2010 from: http://www2.ed.gov/about/offices/list/os/technology/plan/2004/site/theplan/edlite-TearDownThoseWalls.html
ED.gov (March 2006). U.S. Department of Education. Official Site of the National Education Technology Plan for the U.S. Department of Education. National Education Technology Plan. A Nation on the Move. Retrieved from http://www2.ed.gov/about/offices/list/os/technology/plan/2004/site/theplan/edlite-ANationontheMove.html
District A. (December 2006). Technology Blueprint: Connecting Our Students to a World-class Education Key Findings and Recommendations. Retrieved December 10, 2010 from http://www.k12northstar.org/doc/3692
Winer, R.S. (2000, June 28), More planning needed for school technology. New York Times, Retrieved Dec 10, 2010, from http://partners.nytimes.com/library/tech/00/06/cyber/education/28education.html
Picciano A.G., (2006), Educational Leadership and Planning for Technology; 4th Edition; Hunter College and Graduate Center, City University of New York; Pearson Merrill Prentice Hall; Upper Saddle River, New Jersey, Columbus Ohio 2006
ED.gov (March 2004). U.S. Department of Education. Official Site of the National Education Technology Plan for the U.S. Department of Education. National Education Technology Plan. Tear Down Those Walls: The Revolution is Underway, Retrieved December 10,2010 from: http://www2.ed.gov/about/offices/list/os/technology/plan/2004/site/theplan/edlite-TearDownThoseWalls.html
ED.gov (March 2006). U.S. Department of Education. Official Site of the National Education Technology Plan for the U.S. Department of Education. National Education Technology Plan. A Nation on the Move. Retrieved from http://www2.ed.gov/about/offices/list/os/technology/plan/2004/site/theplan/edlite-ANationontheMove.html
District A. (December 2006). Technology Blueprint: Connecting Our Students to a World-class Education Key Findings and Recommendations. Retrieved December 10, 2010 from http://www.k12northstar.org/doc/3692
