Running head: LONG RANGE TECHNOLOGY PLAN
Long Range Technology Plan: Warren High
Vincent Briseno
University of Texas-Brownsville
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LONG RANGE TECHNOLOGY PLAN
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Vision
Under the guidance of the administration, academic dean, and MTT, the technology vision of
Warren High School is to transform education for student and staff success by providing superior
technology tools and resources, as well as exemplary customer service and support, in an
environment built upon outstanding teamwork and collaboration. This vision is an adaptation of
the Northside Independent School District technology services vision statement (NISD
Technology Services, 2012).
Assessment
Based on observations, interviews with teachers, and three years of data from the Texas STaR
Chart surveys (Appendix A), there are two areas of concern under Key Area I: Teaching and
Learning, three areas of concern under Key Area II: Educator Preparation and Development, two
areas of concern under Key Area III: Leadership/Administration/Instructional Support, and three
areas of concern in Key Area IV: Infrastructure for Technology. Each of these areas of concern
received either a rating of 1 or 2 on a four point scale (1-early tech, 2-developing tech).
Leadership and Technology
The first area of concern under Leadership and Technology is TL 2, frequency/design of
instructional setting using digital content. This area is currently in the developing tech stage of
implementation. The data, however, is not reflective of the amount of technology available to
teachers in a variety of settings. All teachers have at least one computer and projector available
in class. Furthermore, there are mobile labs and computer labs available for teachers to utilize.
The low rating in this category seems to suggest there is a need for implementation strategies of
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the technology currently being underutilized. The second area of concern is TL 6, online
learning. This area is currently in the early tech stage of implementation. Online learning, more
than any other area, is dependent on teacher knowledge of web-based learning activities. The
only way to advance within this area is to provide teachers with opportunities to learn how to
manipulate, create, and navigate any of the various online web-based activities.
Educator Preparation and Development
EP 3, capabilities of educators, is the first area of concern under Educator Preparation and
Development. A high rating in this area is dependent on teachers understanding technology
application standards as defined by the State Board of Education. Most of the standards require
teachers to be able to identify and include appropriate technology applications in the curriculum.
The vastness of the internet and the seemingly unlimited amount of classroom applications
makes this a daunting task even for the most tech-wise teacher. The only way to improve within
this area is to provide teachers with opportunities to explore user-friendly applications for
classroom use. The second area of concern is EP 5, levels of understanding and patterns of use.
This area requires teachers to use knowledge in technology to challenge students with new,
customized learning experiences. If Warren is to improve in this area, teachers need to shift the
use of technology tools from simple inclusion into classroom instruction to the means by which
students are led to more independent learning opportunities requiring higher order thinking
skills. The third area of concern is EP 6, professional development for online learning. The
rating of 1, early tech, indicates teachers have received professional development on the basic
use of online learning. The low rating in this area raises several questions. Are teachers simply
not taking advantage of professional development opportunities, or are the professional
development opportunities unavailable/inconvenient for teachers?
LONG RANGE TECHNOLOGY PLAN
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Leadership/Administration/Instructional Support
L 2, planning, is the first area of concern under Leadership/Administration/Instructional Support.
A rating of 2, developing tech, is an indication of a lack of follow through from leadership. The
campus-wide technology goals are only attainable if there are benchmarks throughout the year
teachers must accomplish. The second area of concern is L 6, leadership and support for online
learning. Professional development is again the main focus of this area. The integration of
online learning is a focus for campus leadership, but the professional development needed for
proper integration is not provided or accessible to the teachers.
Infrastructure for Technology
INF 1, students per computer, is a key area of concern for any campus. Although the data
indicates there are 2-5 computers with internet available per classroom, the data may be skewed
due to the amount of teachers working in a computer lab full time. Currently three departments,
math, English and history, contain only one computer in the classroom and it is for teacher use
only. A better indicator of computer availability would be the percentage of teachers with more
than one classroom computer.
INF 4, technical support is the second are of concern under
infrastructure for technology. Unfortunately, INF 4 indicates there is a greater than 24 hour
response time for technical support. The restrictions on all network computers eliminate
troubleshooting options for all teachers and administrators. The only way to successfully update
or troubleshoot software/hardware is to create a work order and wait for a technician.
The third
area of concern is INF 6, distance learning capacity. This area is really a reflection of computer
access for students from the classroom. Until the computer student ratio is 1:1, there will be
limits to the amount of access students have to online learning. The elephant in the room with
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respect to infrastructure and technology is money. It is very difficult for a district approaching
100,000 students to purchase the equipment, personnel, and infrastructure needed to keep up
with demand. This is an area that will continually struggle until more funds are available.
Goals
The Northside Independent School District has made technology implementation a priority.
According to the 2008-2013 Strategic Plan (NISD, 2008), the district will implement and support
technological and human infrastructures that maximize the purposeful use of technology to
achieve academic, personal, and organizational excellence. The six goals associated with the
strategic plan are:

Ensure that all students demonstrate relevant information, communications, and
technology competencies necessary for digital-age literacy.

Infuse appropriate instructional technologies throughout the curriculum to engage
students, differentiate instruction, and strengthen learning and achievement.

Provide appropriate staff development opportunities that meet the needs of diverse
learners in order to promote continuous growth of technology competencies expected for
successful job performance.

Implement and support research-based, integrated technology systems and solutions that
aid in decision making and fulfilling instructional and operational requirements.

Develop, implement, monitor, and adjust plans and policies that address technology
priorities, standards, access, and use.

Ensure access to reliable and well-supported technology and network systems to meet
current and emerging needs.
LONG RANGE TECHNOLOGY PLAN
There are specific goals for each key area of learning that will help realize the Vision of Warren
High School while simultaneously aligning with the objectives of the district.
Teaching and Learning
Warren High School will

Use teacher input when selecting August professional development

Address technology integration by department through professional development in
August

Address web-based learning by department through professional development in August

Use monthly late-start meetings to determine success rate, concerns, and course of
upcoming professional development

Use weekly PLC meetings to communicate, support, and predict possible conflicts and
solutions for technology integration.
Educator Preparation and Development
Warren High School will

Clarify the expectations of the SBEC by department in August

Provide professional development in August on a limited number of appropriate webbased learning activities specific to each department.

Include time in August for each department to create a single web-based instructional
activity using their tool of choice.

Introduce teachers in August and by department to the online professional development
website and complete the process of signing up for a class.
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
Ask teachers to create two web-based learning activities per semester.

Ask teachers to complete two online professional development courses per semester.
Leadership/Administration/Instructional Support
Warren High School will

Require leadership to identify and celebrate those teachers completing semester goals

Require leadership to identify and help those teachers struggling with semester goals

Provide continuing professional development during the school week before and after
school
Infrastructure for Technology
Warren High School will

Maintain current levels of infrastructure despite budget cuts.
Action Plan
Action
Timeline
Professional
development
by
department
on
implementing
technology
into a single
lesson
August of
each
school
year
Party
Responsible
MTT will
coordinate with
department
coordinators on
choosing the
lesson.
Department
coordinator is
responsible for
disseminating to
department
Cost
Funding Evaluation
Notes
$0
none
Did all
teachers
meet
semester
goals?
Evaluation
will occur
during late
start
meetings,
PLC
meetings, and
each
semester
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Professional
development
by
department
on creating
web-based
learning
experiences
August of
each
school
year
MTT will
coordinate with
department
coordinators on
choosing webbased learning
experiences.
Department
coordinator is
responsible for
disseminating to
department
$0
none
Evaluation
will occur
during late
start
meetings,
PLC
meetings, and
each
semester
Did all
teachers
meet
semester
goals?
Complete
process of
signing up
for online
professional
development
by
department
August of
each
school
year
MTT will walk
$0
through steps
with department
coordinators who
will disseminate
information to
department
none
Evaluation
will occur
during late
start
meetings,
PLC
meetings, and
each
semester
Did all
teachers
meet
semester
goals?
Assign four
assistant
principals
and academic
dean to report
on status of
semester
goals.
December Assistant
and May principals and
of each
academic dean
school
year
$0
none
Assistant
principals
will report to
principal and
MTT the
completion
rate.
Reasons for
noncompliance?
Obtain
teacher input
for future
professional
development
May
MTT will review $0
input from all
teachers with
dept.
coordinators and
determine the
course of future
professional
development
none
Are the prof.
development
needs
progressing
to more
advanced
topics?
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Implementation
August is the best time of the year to introduce new ideas. Teachers are refreshed, eager to begin
the new school year, and relatively stress free. Although there must be a measured approach to
the implementation of new classroom technology, the majority of staff development during this
time will focus on technology implementation. The three key areas to be covered during staff
development will be implementing technology into a single lesson, creating a web-based
learning experience, and signing up for an online professional development course. Each of
these areas will be covered by department. Within each department, teachers will break up into
smaller groups dependent on subject taught. These smaller groups, called Professional Learning
Communities (PLC), will receive instruction from the department coordinator. The PLC serves
two purposes. First, it takes advantage of the benefits of working in small groups including
collaboration, active learning, and deeper understanding to name a few (Jones, 2007). Second,
providing teachers with learning experiences that will directly impact classroom practice within
their PLC will increase the value of the professional development (Stanley, 2011). As stated in
the action plan, all department coordinators will receive training from the MTT over the weeks
leading up to the professional development.
The next step in the action plan is the continued learning opportunities for teachers and the
accountability system. The monthly late start meetings will now be used for technology
implementation support. The one hour meeting will center on a new technique or tool (web 2.0,
online game, etc…), future formal professional development needs, and infrastructure/hardware
concerns. PLC will meet once a week to discuss challenges, identify needs, and give support.
Additionally, the PLC meeting should serve as a starting point for completing the semester
technology goals. Time is one of the most important factors in determining whether or not
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professional development is a success and these continuous meetings will serve as ongoing
professional development (Guskey & Yoon). Another important factor in determining the
success of professional development is the role of the administrator (Little & Housand, 2011).
Administrators are expected to follow up on teacher completion of semester goals. The objective
for administrators is not to interrogate or threaten, but to identify reasons for successes and
failures and to provide additional support when possible.
The third step is teacher input. A year of implementing change produces plenty of highs and
lows. This information is critical in determining future professional development. Teacher input
is also important in achieving teacher buy-in. The purpose of implementing technology is to
increase student achievement. If the long range technology plan is going to succeed, the
professional development made available needs to work in conjunction with teacher strengths as
well as weaknesses (Little & Housand, 2011).
Evaluation
The evaluation of the goals and the plan will be continuous. As the plan is currently set up, each
successive year will produce more teachers who have experienced success implementing
classroom technology. The evaluation will come from many sources. Teachers will report needs
and concerns during meetings and at the end of the year input questionnaire. Administration will
have insight based on conversations had with teachers throughout the school year. Finally, there
will be information from students. Student data will serve as the ultimate evaluation of the
success of the technology plan.
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References
Guskey, T.R., & Yook, K.S. (2009). What works in professional development? Phi Delta
Kappan, 90(7), 495-500.
Integrated Service Delivery-Technology Department (2012). Retrieved from
http://www.nisd.net/technology/index.htm
Jones, R.W. (2007). Learning and teaching in small groups: characteristics, benefits, problems
and approaches. Anesthesia and Intensive Care, 35(4), 587-592.
Little, C.C., & Housand, B.C. (2011). Avenues to professional learning online: Technology tips
and tools for professional development in gifted education. Gifted Child Today, 24(4),
18. doi:10.1177/1076217511415383
Northside ISD Strategic Plan: 2008-2013. (2012). Retrieved from
http://www.nisd.net/strategic-plan/2008-2013
Stanley, A. (2011). Professional development within collaborative teacher study groups:
Pitfalls and promises. Arts Education Policy Review, 112(2), 71.
doi:10.1080/10632913.2011.546692
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Appendix A
Texas STaR Chart
2009-2012
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