Louisiana State
Technology Plan
Cecil J. Picard
State Superintendent of Education
2007-2014
LOUISIANA DEPARTMENT OF EDUCATION
1.877.453.2721
www.louisianaschools.net
State Board of Elementary
and Secondary Education
Ms. Linda Johnson
Mr. Walter Lee
President
8th BESE District
4th BESE District
Ms. Leslie Jacobs
Dr. James Stafford
Vice President
Member-at-Large
5th BESE District
Mr. Dale Bayard
Ms. Polly Broussard
Secretary-Treasurer
7th BESE District
6th BESE District
Ms. Penny Dastugue
Mr. Edgar Chase
1st BESE District
Member-at-Large
Ms. Louella Givens
Ms. Mary Washington
2nd BESE District
Member-at-Large
Ms. Glenny Lee Buquet
Ms. Weegie Peabody
3rd BESE District
Executive Director
For further information, contact:
Janet Broussard
Janet.broussard@la.gov
The Louisiana Department of Education (LDE) does not discriminate on the basis of sex
in any of the education programs or activities that it operates, including employment and
admission related to such programs and activities. The LDE is required by Title IX of the
Education Amendments of 1972 (Title IX) and its implementing regulations not to engage
in such discrimination. LDE’s Title IX Coord. is Patrick Weaver, Deputy Undersecretary,
LDE, Exec. Office of the Supt.; PO Box 94064, Baton Rouge, LA 70804-9064; 877-4532721 or customerservice@la.gov. All inquiries pertaining to LDE’s policy prohibiting
discrimination based on sex or to the requirements of Title IX and its implementing
regulations can be directed to Patrick Weaver or to the USDE, Asst. Sec. for Civil Rights.
Web-only document.
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TABLE OF CONTENTS
Executive Summary ...................................................................................................... 4
E-Rate Criteria for the Technology Plan ...................................................................... 4
Overarching Goal .......................................................................................................... 6
Action Step 1: Strengthen Leadership ....................................................................... 6
Action Step 2: Improve Teacher Training ................................................................. 10
Action Step 3: Support E-Learning and Virtual Schools ......................................... 15
Action Step 4: Encourage Improved Access and Technology Usage .................... 18
Glossary ....................................................................................................................... 21
Task Force Committee Members ............................................................................... 23
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EXECUTIVE SUMMARY
The Louisiana State Technology Plan is aligned to the national technology plan, Toward
a New Golden Age in American Education: How the Internet, the Law, and Today’s
Students are Revolutionizing Expectations (2004) and outlines the state’s vision for
educational technology. The document offers guidance to school systems and leaders
on how to build local capacity to support further implementation of technology in today’s
educational settings. The state plan provides a common vision for continued
technological advancement and strategic planning for future growth and needs in the
area of educational technology.
Four major action steps (objectives) are addressed in the plan and have been reviewed
for alignment with national goals and expectations, as well as, the overall state
technology goal. Addressing the following four action steps will assist the state and
local school systems in developing technology integrated learning environments
supported by all stakeholders:
Action Step 1: Strengthen Leadership
Action Step 2: Improve Teacher Training
Action Step 3: Support E-Learning and Virtual Schools
Action Step 4: Provide Improved Access and Technology Usage
While necessary revisions will occur during the life of this document, it is intended to
serve as a model by which each school system and school in Louisiana will create an
individual plan aligned to the state plan. System and school plans will be evaluated and
revised every three years. The technology plan consists of the following sections: (1)
statement of action step, (2) statement of current status, (3) listing of benchmark/targets
for 2014, (4) evaluation strategies and timelines, and (5) recommended state, district,
school, and university strategies.
E-RATE CRITERIA FOR THE TECHNOLOGY PLAN
To qualify as an approved Technology Plan for a Universal Service discount, the plan
must meet the following five criteria that are core elements of successful school and
library technology initiatives:
1. The plan must establish clear goals and a realistic strategy for using
telecommunications and information technology to improve education or library
services;
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2. The plan must have a professional development strategy to ensure that staff
know how to use these new technologies to improve education or library
services;
3. The plan must include an assessment of the telecommunication services,
hardware, software, and other services that will be needed to improve education
or library services;
4. The plan must provide for a sufficient budget to acquire and support the nondiscounted elements of the plan: the hardware, software, professional
development, and other services that will be needed to implement the strategy;
and
5. The plan must include an evaluation process that enables the school to monitor
progress toward the specified goals and make mid-course corrections in
response to new developments and opportunities as they arise.
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OVERARCHING GOAL: ALL LOUISIANA EDUCATORS AND LEARNERS WILL
BENEFIT FROM TECHNOLOGY-RICH ENVIRONMENTS THAT SUPPORT STUDENT
ACHIEVEMENT AND PRODUCE LIFE LONG LEARNERS ABLE TO SUCCEED IN AN
INFORMATION SOCIETY.
ACTION STEPS 1: STRENGTHEN LEADERSHIP
Leaders at all levels will support systemic change through transformational leadership
while monitoring effective use of instructional technology which supports standardsbased school improvement efforts.
Current Status
1. Administrative leadership preparatory programs for institutions of higher learning
have been re-designed and submitted for evaluation and approval.
2. The Louisiana Educational Leaders Network builds the administrative and
instructional skills of teacher leaders, new principals, mentors and veteran
administrators through a series of coordinated programs.
3. Information is disseminated at the district and state levels regarding E-rate, EETT
allocations, EETT competitive grants, and other funding opportunities.
4. The state sponsors LaLeads, an annual statewide in-service, to provide updates,
pertinent information and offer a variety of sessions spotlighting exemplary programs
across the state.
Benchmarks, Target Year 2014
1. All educational administrators/leaders will be technology proficient according to state
adopted standards found in the International Society for Technology in Education’s
National Educational Technology Standards for Administrators (NETS-A).
2. All current educational administrators/leaders will participate in leadership
professional development offered by the Louisiana Department of Education.
3. All current educational administrators/leaders will be encouraged to use technology
to effectively monitor and evaluate teachers.
4. All newly appointed educational administrators/leaders will participate in ongoing
professional development designed to develop/strengthen leadership skills and
provide support during the first years of service.
5. All universities redesigning preparatory programs for future school leaders will
provide evidence of and performance indicators which address technology
integration and proficiency.
6. All educational administrators/leaders will routinely model appropriate use of
technology resources to support administrative and instructional functions.
7. All educational administrators/leaders will use a variety of emerging technologies
(i.e., e-mail, voice technologies, and school and district intranet) as primary sources
of communication.
8. All educational administrators/leaders will include components of effective
technology integration in the development of school improvement plans.
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9. All educational administrators/leaders will support, evaluate, coordinate, and modify
their district and school technology plans and/or school improvement plan annually
to ensure alignment with overall federal, state and district educational technology
and accountability goals.
10. Districts and schools will use innovative restructuring and reallocation of existing
budgets to purchase needed technology and provide access to high quality
professional development opportunities.
11. Educational administrators/leaders and curriculum specialists will integrate
educational technology into the state-mandated Comprehensive Curriculum or
locally adopted curriculum.
Recommended State Strategies
 Provide cohesive, multi-faceted technology leadership professional development
opportunities including, but not limited to LEADTECH, LA LEADS, Educational
Leader Induction, and Tech Tools for Administrators
 Encourage technology based, creative and supportive partnerships between
schools, higher education, businesses and the community.
 Encourage e-mail as the official source of communication to strengthen leader’s
technology skills at all levels.
 Provide samples of indicators that monitor and evaluate the use of technology for
curriculum integration to be used on district/school required observation, evaluation
or walk-through district forms.
 Encourage all task force and special committees established to focus on technologyrelated issues to include memberships comprised of all appropriate stakeholders.
 Encourage all administrators to have a basic understanding of accessible technology
and universal design principles and their impact on instructional practice.
 Pursue educational technology funding for PK-16+.
 Foster the development of administrators as “instructional leaders” providing
technology leadership models and programs highly focused on instruction,
technology integrated curriculum and curriculum planning including technology.
Recommended District and School Strategies
 Establish and maintain district-wide systems of communication that support the
effective use of electronic communication.
 Provide funding and technical support for leaders at all levels to enable
participation in ongoing professional development activities such as, but not
limited to: LEADTECH, TechTools for Administrators, Educational Leader
Induction, and LA LEADS.
 Provide funding and technical support for leaders at all levels to participate in
leadership conferences such as, but not limited to the state LaLeads Conference.
 Provide each teacher and administrator with an up-to-date computer, software
and appropriate training to ensure its effective use.
 Conduct a technology needs assessment of each school and establish a plan for
technology professional development for leaders/aspiring leaders.
 Provide for a plan to systematically update equipment which keeps pace with the
changing world of technology.
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Include an indicator that monitors and evaluates not only the use of classroom
technology but curriculum integration with technology on required observation,
evaluation or walk-through district forms.
Recommend implementation of technology-based applications for maintaining
and reporting student grades, attendance records, scheduling, and other
necessary record keeping.
Move toward web-based lesson plans to communicate more effectively with
parents and provide them with access to information relative to student learning
and classroom activities.
Recommend leaders at all levels model technology integration.
Recommend authentic assessment of the technology proficiency of returning and
newly hired personnel.
Recommend school webpages include homework, weekly content focus of
instruction, parent resources to help support curriculum, student products, and
other appropriate information.
Seek all possible alternative sources of funding through strategic partnering with
other programs at the district/school level.
Recommended University Teacher Preparation Strategies
 Revise or develop university programs that prepare leaders at all levels to
support systemic change through transformational leadership while monitoring
effective use of instructional technology which supports standards-based school
improvement efforts.
 Award college credit or continuing education units for administrators receiving
training in technology focused professional development.
 Serve as a resource to other departments in the university community for
preparation of university faculty to effectively use instructional technology.
 Provide incentives for effective technology use in leadership preparation
coursework.
 Recommend e-mail as the official source of communication.
 Recommend all education faculty integrate technology into the curriculum.
 Strongly recommend content methods courses for pre-service teachers include
modules/lessons incorporating available Louisiana instructional tools such as the
Making Connections program, LA Comprehensive Curriculum, GLEs, Louisiana
INTECH model, and K-12 Online Databases, etc.
 Implement and expand educational or instructional technology courses as part of
pre-service education preparation for all programs.
 Establish performance-based assessments addressing technology skills based
on ISTE-NETS for pre-service teachers.
 Include assistive technology and universal design for learning principles as part
of teacher preparation programs.
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Evaluation Strategies and Timeline
Evaluation Strategy
State Technology Survey
State Technology Proficiency SelfAssessment
System/School Technology Surveys
Reports to BESE or other state agencies
System/School
Technology
Plan
associated with grant and/or E-Rate
applications
Enrollment in the state leadership network
programs (LELN)
District- and school-level monitoring of
School Improvement Plans as it relates to
educational technology leadership
Appropriate state and system reports (i.e.,
NCBL consolidated monitoring reports)
Budget Reports (federal and/or state
grants)
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Frequency
Annual
Annual
Timeline
May
May
Annual
Ongoing
April - July
Monthly meetings when
appropriate
Annual
Annual
Fall, Spring, Summer
Annual
Spring
Annual
July
Annual
Fall, Spring
2007
ACTION STEP 2: IMPROVE TEACHER TRAINING
Teachers will participate in effective professional development to ensure that technology
and other educational resources available in schools are being used to enhance student
learning.
Current Status
 Regional Education Service Centers and Assistive Technology Centers offer
professional development opportunities throughout the state.
 Federal competitive EETT grants fund eight regional Teaching, Learning and
Technology Centers which provide access to high quality technology professional
development.
 Online K-12 database resources and accompanying professional development on
using these resources are available.
 Assistive Technology Regional Centers provide educators with training and support
for addressing increased accessibility for all students through technology.
 Online lesson plan resources and lesson planning tools focused on integration of
technology into the curricula, including the Louisiana Comprehensive Curriculum,
are accessible statewide through Making Connections.
 University teacher preparation programs are promoting technology integration
through content based methods courses including assistive technologies, developing
and implementing technology-connected lessons in field experiences.
Benchmarks, Target Year 2014
1. All teachers will engage in professional development activities offered locally or
through regional TLTCs that demonstrate how to integrate technology into the
Comprehensive Curriculum or the locally adopted curriculum.
2. All teachers will engage in professional development that includes both online and
face-to-face local and state developed professional development opportunities.
3. All teachers will participate in professional learning communities that facilitate the
integration of technology into student learning.
4. All new teachers will participate in ongoing professional development designed to
facilitate the integration of technology into instruction and support the establishment
of highly qualified teachers in Louisiana.
5. All Louisiana teachers will be proficient in the use of technology to enhance student
learning by 2014.
6. All teachers will be trained in resources designed to allow students to safely and
effectively conduct research using technology.
7. All teachers will know how to use data to personalize/individualize instruction.
8. All pre-service teachers will participate in technology integrated courses designed to
model best practices in integrating technology into the Comprehensive Curriculum or
locally adopted curriculum.
9. All PK-12 teachers will receive instructional technology support on an on-going basis
from a school/district technology facilitator so that there will be at least one half-time
support person to support every site or every 20-30 teachers.
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10. Appropriate support for the assessment, acquisition and implementation of Assistive
Technology as outlined in the LA Pupil Appraisal Handbook, Bulletin 1508 will be
provided by at least one Assistive Technology Specialist and/or Augmentative
Communication Specialist for each district.
11. All teachers and teacher preparation faculty will be trained in software that uses
technology to perform administrative tasks efficiently. (i.e., digital records, such as
electronic gradebooks, IEP Maker, attendance, planning)
Recommended State Strategies
 Offer the following face-to-face, hybrid, or online professional development
opportunities at either the state or regional TLTC levels that address the
International Society for Technology Education Foundation’s National Educational
Technology Standards:
o Louisiana INTECH
o Louisiana INTECH 2-Science
o Louisiana INTECH 2- Social Studies
o Universal Design for Learning (UDL)
o Effective Instructional Technology (EIT) Online Course Series
o Grade-Level Expectations Education Model (GLEEM)
o Proficiency Express
o Learning-Intensive Networking Communities for Success (LINCS)
o Louisiana FIRST
o Louisiana Teacher Assistance and Assessment Program (LaTAAP)
o Take One!
o Teacher Advancement Program (TAP)
 Disseminate Louisiana K-12 Educational Technology Standards, State Guidelines
for Distance Education, and National Educational Technology Standards (NETS)
documents.
 Expand Making Connections resources and provide associated professional
development opportunities. Include links to the Louisiana Comprehensive
Curriculum from the re-designed Making Connections website to provide ease of
access to technology integrated curriculum resources including lesson plans and
classroom instructional activities. Provide professional development training with
these new resources for educators.
 Allocate sufficient funds and resources for professional development and technology
to support PK-16 faculty and personnel.
 Offer support in the area of Assistive Technology at the state and regional levels.
 Collaborate with universities to offer Educational Technology Facilitation and
Educational Technology Leadership Certifications.
 Foster a close relationship with the regional Teaching, Learning and Technology
Centers (TLTCs), Regional Educational Service Center (RESC), Assistive
Technology Centers, and school districts to support the development of technology
proficient teachers.
 Encourage Colleges of Education offering certification in Special Education to
provide Assistive Technology training.
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Ensure consistency of teacher technology proficiency data by expanding use of state
level teacher technology proficiency self-assessment instrument.
Encourage Colleges of Education to offer online technology integration lesson plan
development courses and proficiency courses.
Encourage Colleges of Education to assign pre-service teachers to field experiences
in technology-rich environments that integrate technology in standards-based
instruction.
Expand PreK-12 and higher education collaboration so as to strengthen the
instructional technology components of the teacher preparation programs (i.e., use
of appropriate terminology, training in technology decision-making, data driven
decision-making and organizational change)
Make pertinent data and survey results available to districts and schools in a
universally accessible format.
Recommended District and School Strategies
 Allocate sufficient funds and resources for professional development and technology
support personnel.
 Provide opportunities for all teachers to enhance their educational technology
knowledge and skills by developing and providing access to professional
development programs, funding stipends and substitutes, and providing travel
assistance.
 Provide technical troubleshooting training for teachers.
 Utilize e-mail as the official source of communication.
 Encourage teachers to learn and use correct technology vocabulary.
 Require all teachers complete appropriate technology integration training(s) to
become technology proficient by 2014.
 Provide teachers with access to appropriate software and hardware in order to
integrate technology into daily instruction to facilitate and enhance student learning.
 Include components of effective technology integration in the development of lesson
plans.
 Add a technology strand to teacher/administrator evaluations in line with Louisiana
Components of Effective Teaching so that technology becomes a seamless part of
daily classroom teaching and learning.
 Recommend monthly grade-level meetings include activities that address the
integration of technology into the curriculum.
 Send regular email messages about sound educational websites, technology lesson
plans and resources, and instructional tools.
 Provide access to various levels of technology lesson plans and instructional
resources (beginner to advanced) within the school and district.
 Provide access to a school-based Technology Integration Specialist to assist faculty
with job-embedded staff development opportunities and needs, classroom modeling,
and development of technology integrated curriculum.
 Recommend a Technology Liaison serve as a member of the school improvement
committee.
 Recommend and support participation in professional organizations (i.e., LACUE,
NECC, ISTE, CoSN) by providing financial assistance to staff.
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Incorporate Universal Design for Learning strategies emphasizing accessible
technology/ curriculum into professional development initiatives.
Utilize state provided tools and evaluation instruments for determining teacher,
technology proficiencies.
Recommended University Teacher Preparation Strategies
 Utilize e-mail as the official source of communication.
 Ensure all education faculty integrate technology into the curriculum.
 Require all pre-service teachers and alternative certification candidates learn and
illustrate competency in technological skills.
 Offer professional development sessions to assist faculty with technology
integration.
 Include courses designed to demonstrate proper grant writing techniques in teacher
education programs.
 Address financing issues to help teachers understand budget and total cost of
ownership.
 Provide Universal Design for Learning and information on accessible technology in
teacher education coursework.
 Integrate technology and Assistive Technology into course syllabi to support preservice teacher learning.
 Include technology integration objectives in College of Education technology plan,
field experience observation forms, student teaching evaluation forms, induction
year survey form, student evaluation forms of supervising teacher, cooperating
teacher, course faculty, portfolio template, lesson plan template, and other forms
that are used for planning, reflection or evaluation in the teaching and learning
process.
 Require pre-service education students to develop lesson plans using the Making
Connections website and K-12 online database resources.
 Select cooperating teachers for supervisors of student teaching and internships who
model effective integration of technology to support learning.
 Utilize state provided tools (i.e., Making Connections, state technology proficiency
self-assessment) to assess technology proficiency of pre-service teachers.
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Evaluation Strategies and Timeline
Evaluation Strategy
State Technology Survey
State Technology Proficiency SelfAssessment
System/School Technology Surveys
Reports to BESE or other state
agencies
System/School
Technology
Plan
associated with grant and/or E-Rate
applications
Certificates or sign in sheets showing
participation in teacher professional
development opportunitiesAppropriate state and system reports
(i.e., NCBL consolidated monitoring
reports)
District- and school-level monitoring of
professional development plans as it
relates to educational technology
leadership
Federal Monitoring Reports
Teacher Professional Development
Portfolios
Classroom Observations
Teacher presentations at conferences
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Frequency
Annual
Annual
Timeline
May
May
Annual
Ongoing
April - July
Monthly meetings when
appropriate
Annual
Ongoing
Fall, Spring, Summer
Annual
July
Annual
Fall, Spring
Annual
Ongoing
Fall, Spring
According to
district-approved
cycle
Ongoing
Fall, Spring
2007
ACTION STEP 3: SUPPORT E-LEARNING AND VIRTUAL SCHOOLS
In the past five years there has been significant growth in organized online instruction
(E-learning) and “virtual” schools, making it possible for students to receive high quality
academic and enrichment courses that meet requirements for high school graduation
and entrance for higher education. Traditional schools are turning to these services to
expand opportunities and choices for students and professional development for
teachers.
Current Status
 The Louisiana Virtual High School (LVS) provides access to high quality teachers
and courses for students and schools across the state.
 Louisiana students can now access courses required for the Louisiana TOPS
Opportunity Scholarship Core Curriculum through the Louisiana Virtual High School,
if their district does not offer the course.
 Algebra 1 online courses are available to students in areas of the state experiencing
certified teacher deficiencies.
 Online professional development courses are offered through state agencies,
schools and universities.
Benchmarks, Target Year 2014
1. The LVS will expand enrollment by 10% each year to meet the curriculum needs of
Louisiana students.
2. The LVS will remain available to schools as an effective channel for equal access to
educational programs.
3. The LVS will continue to provide for the needs of both students and teachers
through an array of curriculum and online staff development programs that support
the educational goals of schools/districts.
4. The LVS will become an exemplary model for online instruction in the K-12
environment through continued redesign of courses that meet the evolving needs of
Louisiana students.
5. The LVS, through its online professional development activities, will continue to
provide highly qualified instructors to Louisiana students.
6. The LVS will continue to expand course offerings based on needs (including
advanced placement courses and dual enrollment courses)
Recommended State Strategies
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Provide every 9-12 student the opportunity to enroll in online courses.
 Give students the opportunity to expand learning opportunities by offering e-learning
courses that help prepare them for high stakes testing (i.e., LEAP and GEE) and
college placement testing (i.e., ACT).
 Revise and disseminate the Louisiana standards for Distance Education.
 Disseminate LVS information and promote the enrollment of students in the
Louisiana Virtual School.
 Provide 8-12 Louisiana students with a certified Algebra I instructor and with a high
quality Algebra I curriculum through the web-based course, Algebra 1 Online.
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Collaborate with legislators, BESE members, BOR members and other policymakers
to identify and secure funds to support e-learning.
Offer online Professional Development courses that train teachers in “Designing and
Teaching Online Courses.”
Provide enrichment opportunities, teacher in-service, and staff development via the
state Compressed Video Conference Network.
Form collaborative partnerships with parents, community members, business and
industry representatives and others to promote the use of e-learning.
Provide e-learning professional development opportunities for faculties and staffs.
Offer grant and/or matching funds opportunities that encourage districts to expand elearning courses and activities for staff and students.
Develop and offer a complete core curriculum and additional online AP courses in
order to meet TOPS requirements.
Develop online standards that inform and guide the development and quality of
online courses.
Develop standards for the successful delivery of online courses
Recommended District and School Strategies
 Inform district and school administrators, teachers, and students of e-learning
opportunities provided for them by the district and state.
 Allocate federal, state and local funds and resources for e-learning.
 Offer students the opportunity to take e-learning courses during the summer school
sessions.
 Disseminate LVS information and promote the enrollment of students in the
Louisiana Virtual School.
 Offer low-income students the opportunity to have AP exam fees reimbursed
through the Advanced Placement Test Fee Reimbursement Program.
 Collaborate with legislators, SBESE members, BOR members and other
policymakers to identify and secure funds to support e-learning.
 Create e-learning opportunities that support goals and benchmarks provided by the
state, district, and local levels.
 Allocate sufficient funds and resources for high quality professional development
and technology support personnel for training personnel in using and creating elearning opportunities and resources.
 Encourage teachers and principals to participate in state initiatives that provide elearning experiences.
 Provide after-hour access to technology resources.
 Collaborate with district policymakers, legislators, and community members to
secure annual funds to support e-learning.
 Offer incentives to teachers and administrators who complete e-learning classes
and/or workshops.
 Provide all high school students with the opportunity to complete one online learning
experience prior to graduation.
Recommended University Teacher Preparation Strategies
 Inform administrators, professors and students of e-learning opportunities.
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Allocate federal, state and local funds and resources for e-learning.
Develop and implement a long-range technology plan that reflects needs of the 21st
century to equip the university teacher preparation program with technology
necessary to support e-learning.
Prepare pre-service candidates to use e-learning in their teaching and learning.
Offer e-learning courses that allow teachers, educational technology
coordinators/facilitators and school/district administrators another way to earn
graduate credit.
Offer professional development that prepares instructors to create, facilitate, and
manage instruction in an online environment.
Offer courses that prepare teachers to create, facilitate, and manage instruction in
an online environment.
Evaluation Strategies and Timeline
Evaluation Strategy
Frequency
Enrollment and course
Annual
offerings numbers
Carnegie Units awarded for Annual
LVS course offerings
annually
*When Summer school is offered.
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Timeline
Fall, Spring, Summer*
Fall, Spring, Summer*
2007
ACTION STEP 4: PROVIDE IMPROVED ACCESS AND TECHNOLOGY USAGE
Most public schools, colleges and universities now have access to high-speed, highcapacity hardware, software, and broadband communications. However, improved
access, usage and integrated, interoperable data systems that are current and wellmaintained could empower educators to transform teaching.
Current Status
 Over 80% of Louisiana classrooms have Internet access. A cross-agency task force
(i.e., Governor’s Broadband Committee) is working to investigate the status and
options of expansion of technology.
 Training opportunities and sharing of information on E-Rate and other funding
resources to help with broadband and network support are available.
 Integrated data systems provide educators with access to (1) school performance
data and analysis tools, (2) different type of student-level data, and (3) resources to
assist in the analysis and use of data.
Benchmarks, Target Year 2014
1. All students, teachers and administrators will have access to computers and
appropriate connectivity in educational settings.
2. Every school and university will have broadband capabilities available to the end
user for data management, online and technology-based assessments, e-learning,
and accessing high-quality digital content.
3. Appropriate assistive/adaptive technology will be available to address the unique
requirements of persons with special needs.
4. At least eighty percent (80%) of all instructional spaces in PK-12 classrooms and
teacher preparation method courses will exhibit a minimal ratio of 4:1 student-tonetworked computer, one networked teacher computer, one networked printer, and
a large screen display.
5. At least eighty five percent (85%) of students will use software packages including a
productivity package, virus protection, and software that promote open-ended
reasoning and higher-order thinking skills.
6. Every student, administrator, and teacher will receive high-quality technical support
to manage and maintain computer networks and plan for future needs, so that there
will be at least one (1) full-time technical support person for every 500 computers.
7. Every district/university will adopt a Technology Acceptable Use Policy. The policy
will address online safety, Fair Use, intellectual property, and privacy issues.
8. All districts/schools will establish recurring funding for technology in all public and
nonpublic schools.
9. All districts/schools will restructure budgets to reveal cost savings and will reallocate
monies to maximize technology resources.
10. The state will continue to seek recurring funding sources to support systems and
schools in implementing their technology plans and also encourage strategic system
level convergence of funds
11. All students will use age appropriate technology to conduct research, to solve
problems, to analyze data, to collaborate, and to communicate with experts and
peers.
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12. All preservice teacher education programmatic directors/leaders will collaborate with
PK-12 leaders to provide field-based experiences in PK-12 classrooms where
excellent models of technology integration are exhibited.
Recommended State Strategies
 Advocate that all teachers and students have access to a variety of electronic
resources such as digital and video cameras, scanners, graphing calculators, and
science probes.
 Work to create and expand opportunities for distributing computers to low income
students for home use
 Continue partnerships with SREB, CoSN, SETDA and other organizations.
 Support the creation of local and state recurring funding sources for technology in
Louisiana schools.
 Seek grant awards and support local efforts to obtain grants at the corporate, state
and federal levels.
 Continue to provide purchasing-related outreach activities to support school
systems.
 Encourage all districts and schools to establish budget line items for technology
maintenance and a replacement plan to address aging technology resources.
 Encourage districts to develop clear and concise guidelines/policies for online
resources (i.e., online gradebook, attendance and email system requirements).
Provide access to data for school systems to facilitate reporting without duplication
of effort and to simplify district and school use of data.
Recommended District and School Strategies
 Seek local funding such as property tax and sales tax.
 Participate in State Contract purchasing opportunities that support schools systems.
 Continue to support school system budgeted line items for technology bandwidth
and infrastructure.
 Collaborate with other local and state educational entities for purchasing power by
establishing a clearinghouse for local bids that can be accessed by schools and
systems.
 Participate in e-rate to maximize the funds available for technology.
 Seek federal, state and corporate grant funding for technology where available.
 Encourage tracking of bandwidth utilization for district and school network
environments.
 Continue to expand the computer education courses of study for students.
 Use data from both administrative and instructional systems to understand
relationship between decisions, allocation of resources and student achievement.
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Recommended University Teacher Preparation Strategies
 Provide teacher candidates with access to a laptop for use during their professional
preservice education, student teaching/internship, and first year teaching
environments.
 Provide university instructional spaces that will exhibit one networked teacher
computer, one networked printer, and a large screen display.
 Integrate technology into all appropriate teacher preparation courses and postgraduate experiences for educators.
1. Expose future teachers to digital textbook support materials
2. Utilize online educational resources
3. Utilize electronic assessment tools
 Offer courses on grant writing, financing projects and technology Total Cost of
Ownership.
 Include in teacher education courses goals and objectives that teach prospective
teachers how to interpret and use data and how to make data an integral part of
teaching and assessment decisions.
Evaluation Strategies and Timeline
Evaluation Strategy
Report tracking bandwidth
utilization of
districts/schools
School and System
Technology Survey Report
Data
System/School technology
plan updates
Technology Proficiency
Self-Assessment
Human resource records of
IT personnel
Appropriate state and
system reports (i.e., NCBL
consolidated monitoring
reports)
Student teacher and
supervising teacher
electronic portfolios
Classroom observations
and evaluations by
faculty/principals
Louisiana State Technology Plan
Frequency
Annual
Timeline
Late Spring
Annual
Spring, Summer
Annual
Spring
Semi-annual
Fall and late Spring
Annual
Late Spring
Annual
Late Spring
Annual
End of Semester
As designated by
system
As Conducted
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GLOSSARY
Assistive Technology The term “assistive technology device” means any item, piece
of equipment, or product system, whether acquired commercially off the shelf,
modified, or customized, that is used to increase, maintain, or improve functional
capabilities of a child with a disability. The term excludes medical devices that
are surgically implanted, or the replacement of such devices.
[20 U.S.C. Section 602.1]
Broadband Data transmission scheme that sends multiple pieces of data over a single
medium. Often refers to high-speed data transfer speeds when benchmarked
with dial-up. FCC defines (2004) broadband speeds to be upstream/downstream
data flow of a MINIMUM OF 200 kbps.
CoSN Consortium of School Networking
DLT Division of Leadership and Technology – Office of Educator Support
GEE Graduate Exit Exam
INTECH
An intense, research-based, content-rich, hands-on, 56-hour staff
development program for educators. An adaptation of the Georgia InTech model,
it provides teachers with many examples of effective technology-based strategies
that support and enhance curriculum and that can serve as catalysts for
fundamental change in overall teaching and learning processes.
ISTE
International Society for Technology in Education. A nonprofit professional
organization with a worldwide membership of leaders in educational technology
dedicated to promoting appropriate uses of information technology to support
and improve learning, teaching, and administration in K–12 education and
teacher education.
K-12 Online Database Resources Free, unlimited access to quality information
resources via the Internet offered to all of Louisiana’s public and non-public
schools through the Louisiana Department of Education. This project was funded
with State Classroom-Based Technology Grant funds. This database includes
reference resources of the GALE Group and World Book, Inc.
LEADTECH Technology high quality professional development training designed for
superintendents and principals. This project is administered by the Division of
Leadership and Technology.
LVS
Louisiana Virtual School. A Louisiana Department of Education project funded
through a 8(g) grant) to provide Louisiana high school students access to
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standards-based high school courses delivered by Louisiana teachers via a webbased online learning environment.
Making Connections A web-based resource that has been termed a “one-stop shop”
for educators across the state of Louisiana. It links lesson plans, web site
resources, and software product previews to the Louisiana Content Standards
and Benchmarks and to the statewide accountability assessment items (LEAP21)
in the areas of mathematics, science, social studies, English, language arts,
foreign languages, and fine arts.
NETS
National Educational Technology Standards. The primary goal of the ISTE
NETS Project is to enable stakeholders in PreK-12 education to develop national
standards for educational uses of technology that facilitate school improvement
in the United States.
TLTC Teaching, Learning and Technology Centers located regionally around the state
and designed to offer technology training and support to the districts within each
region. They serve as extensions of the Louisiana Center for Educational
Technology.
Universal Design for Learning (UDL) A concept or philosophy for designing and
delivering products and services that are usable by people with the widest
possible range of functional capabilities, which include products and services that
are directly usable (without requiring assistive technologies) and products and
services that are made usable with assistive technologies (Assistive Technology
Act 105-394, § 2432 (iv)(2)(a)(1).
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STATE TECHNOLOGY PLAN TASK FORCE COMMITTEE
A special thank you goes to the following task force members for their work on
drafting the new State Educational Technology Plan. Their dedication and hard
work are appreciated.
Stacy Bodin, Elementary Teacher, Vermilion Parish; Debra Bordelon,
Technology Coordinator, St. Charles Borromeo Elementary; Karla
Bowlin, Technology Coordinator, Monroe City Schools; Donna
Broussard, Program Coordinator, LA Assistive Technology Initiative;
Melanie Collins, Assistant Principal, Vandebilt Catholic High; Margo
Croft, Assistant Superintendent, Diocese of Lafayette; Jude Dubois,
Technology Coordinator, Vermilion Parish Schools; Carl Gaines,
Technology Coordinator/ LVS Instructor, St. Bernard Parish Schools;
Brian Harper, Business Leader, I-55 Services; Peggy Hebert,
Instructional Specialist, St. Martin Parish Schools; Veronica Howard,
Assistant to Governor, State of Louisiana; Randy Littleton, Elementary
Principal, Avoyelles Parish Schools; Lucinda Martinez, UNO Professor,
University of New Orleans; Jake Ragusa, Technology Coordinator,
Tangipahoa Parish Schools; Michelle Snow, Technology Coordinator, St.
Martin’s Episcopal School; Susan Verret, Librarian, St. Martin Parish
Schools
Thanks also to the Division of Leadership and Technology staff for their input
into the State Plan. They are as follows:
Janet Broussard, Ph.D. Director; Cyn Bertrand, Assistant Director for
Planning and Development; Nicole Honore’, Assistant Director for
Leadership and Instructional Technology; Margo Murphy; Quentina Timoll;
Susan Gauthier; Ken Bradford; Bruce Lin; Rima Duhon; Alan Grant; Hall
Morrison; Thom Cosgrove; Dianne Gauthier; Sheila Guidry; Robert
Howerton; Janell Koenig; Alberta Cousson; Harry Theriot; Andrey
Barashkov; and Cindy Vavasseur, Ph.D.
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