Imagine that you could be any one of these characters:
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The school technology guru. You know a lot about technology and you are a very useful asset to your school, but you know very little about sound pedagogical practices. To be honest, this is sometimes annoying to some teachers. You would like to broaden your understanding and bring technology and the curriculum together. You are ready to play your role in this process. |
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The frustrated teacher. You know enough about technology to realise that, with sound pedagogical practices, and a good technology vision and plan, you and your colleagues could orchestrate the most engaging learning experiences. Sadly, no one at your school thinks this same way. You want to drive a technology planning process and need to know how to do this. |
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The inspired leader. You like to lead from the front and help others up the ladder of progress in your school. You are aware of the possible positive impact of technology on learning and you would like to bring together a group of stakeholders to develop a comprehensive plan for technology in your school. You are not sure where to start. |
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The wondrous facilitator. Your classes run like clockwork and you use sound pedagogical practices as you facilitate learning. You are a great teacher but you don't feel great about it. You suspect there is something that technology can offer your learners in your classes. You know you can make a contribution to a school e-learning plan and you hope your school will be able to put together a good technology plan to support your growth in this regard. |
Perhaps your context is slightly different and you can write your own character description, but clearly there are a number of different stakeholders in school who desire a situation where the school pulls together to develop a great, co-ordinated e-learning plan that actually results in enhanced learning experiences. It's not really about technology of course, it's about learning.
When we refer to e-learning we refer to learning that is enriched by the support of electronic devices and digital resources, in and beyond the classroom.
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Assignment
In the last lesson of this course you will be required to 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
During this course you will address all of these issues so the last assignment will simply constitute a final presentation of the evidence of your learning.
Use or adapt these templates for your assignment.
School Technology Plan Template (Microsoft Word version)
School Technology Plan Template (PDF version)
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 detail. | 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 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. |
