What to do
Submit a complete school technology plan which includes reference to:
- The educational policy context of the school, including the focus areas of learning in the school
- Clearly identified overarching pedagogical principles
- Vision for e-learning
- Curriculum technology integration (e-learning) plan
- Technology and infrastructure plan
- Teacher professional learning
- Implementation
- Evaluation
- Acknowledgement of stakeholders
You are invited to use or adapt these templates for your assignment.
School Technology Plan Template (Microsoft Word version)
School Technology Plan Template (PDF version)
You may at this stage decide to use a freshly designed template. This is acceptable as long as you include all the required components.
Assessment rubric
| Level 1 | Level 2 | Level 3 | Level 4 |
| Fewer than six of the required components of the final school plan are referenced. | At least six of the required components of the final school plan are referred to. | At least eight of the required components of the final school plan are referred to. | All nine required components of the final school plan are referred to. |
| The educational background is missing more than one of these: school’s context, clear educational focus areas, targeting sound pedagogical principles, and lacks detail. | The educational background is missing one of these: school’s context, clear educational focus areas, targeting sound pedagogical principles, and/or lacks detail. | The plan is introduced with an educational background including the school’s context, clear educational focus areas, targeting sound pedagogical principles, but lacks detail and/or accuracy in places. | The plan is introduced with a detailed educational background including the school’s context, clear educational focus areas, targeting sound pedagogical principles. |
| The e-learning vision is not concise nor inspiring and it makes no reference to learning with technology. | The e-learning vision is either not concise nor inspiring or it makes vague reference to learning with technology. | The e-learning vision is concise but either not inspiring or it does not make clear reference to learning with technology. | The e-learning vision is concise and inspiring and makes clear reference to learning with technology. |
| The e-learning plan lacks detail and has major omissions of important details. | The e-learning plan outlines goals for the development of e-learning but it lacks detail or has more than one omission of an important detail. | The e-learning plan outlines clear goals for the development of e-learning in accordance with the vision and the school’s educational focus. However, it lacks detail or has at least one omission of an important detail. | The e-learning plan is comprehensive and outlines clear goals for the development of e-learning in accordance with the vision and the school’s educational focus. |
| The infrastructure and technology plan is in most cases not aligned to the e-learning planning and lacks detail. | The infrastructure and technology plan and/or the budget and/or task allocation of technology planning has some major omissions. | The infrastructure and technology plan is mostly aligned to the needs of the e-learning planning, with minor diversions or omissions in the budget and task allocation of technology planning. | The infrastructure and technology plan is fully aligned to the needs of the e-learning planning and the budget and task allocation of technology planning is outlined in detail. |
| The teacher professional learning strategy does not outline structures and conditions to support learning in a way that integrates technology and pedagogy . | The teacher professional learning strategy outlines structures and conditions to support learning in a way that integrates technology and pedagogy but has some serious omissions. | The teacher professional learning strategy clearly outlines structures and conditions to support learning in a way that integrates technology and pedagogy with few serious omissions. | The teacher professional learning strategy is based on performance data and clearly outlines structures and conditions to support learning in a way that integrates technology and pedagogy. |
| The plan for implementation does not successfully identify tasks, persons responsible, priorities and timeframes. It is not aligned to the planning. | There is a plan for implementation, which identifies tasks, persons responsible, priorities and timeframes, but is poorly aligned to the planning, with many serious omissions. | There is a plan for implementation, which identifies tasks, persons responsible, priorities and timeframes, but is not fully aligned to the planning. | There is a clearly outlined plan for implementation, which identifies tasks, persons responsible, priorities and timeframes in full alignment with the planning. |
| Indicators for evaluation are very poorly described, not clear nor fully aligned to planning. measurable. | Indicators for evaluation are either not clear or fully aligned to planning | Clear indicators for evaluation have been identified for each item in the e-learning planning, but some are either missing or not clearly measurable. | Clear and measurable indicators for evaluation have been identified for each item in the e-learning planning. |
Lesson Content
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