DOCUMENT RESUME ED 425 699 IR 018 957 TITLE Regional Technology Planning Workshop. Resource Manual, 1997. INSTITUTION Technology & Innovations in Education, Rapid City, SD.; Mid-Continent Regional Educational Lab., Aurora, CO. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 1997-00-00 NOTE 140p.; This document is comprised largely of pages photocopied from other documents, books, and journal articles--some figures, illustrations, and text may, however, reproduce poorly. CONTRACT RJ96006101 PUB TYPE Collected Works Proceedings (021) Reports Descriptive (141) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS Access to Information; Computer Assisted Instruction; Computer Managed Instruction; Computer Networks; *Computer Uses in Education; *Educational Technology; Elementary Secondary Education; *Information Technology; Integrated Learning Systems; Internet; Microcomputers; Professional Development; Program Implementation; *Strategic Planning ABSTRACT This Technology & Innovations in Education (TIE) workshop was presented on April 24 and 25, 1997, in Denver, CO, to help participants gain a big picture perspective of technology planning and related issues, understand a model for sound, practical technology planning, build capacity for leading a local planning effort, engage in the steps of the planning process, and network and collaborate with colleagues regarding related issues. The manual contains the following sections:(1) Outcomes and Agenda; (2) Planning Model Overview -- includes information gathering and gleaning, descriptive vision development, discrepancy analysis, action plan development, and issues and challenges to reaching the vision;(3) Workshop Activities four worksheets based upon the components of the planning model, and questions to enhance story writing for action plan development; (4) Evaluation Form;(5) Resources A: Systems & Resources seven items relating to strategic planning of technology programs;(6) Resources B: Technical Infrastructure 10 items pertaining to hardware, software, network building, and Internet resources;(7) Resources C: People Infrastructure four items pertaining to technology and professional development; and (8) Resources D: Teaching & Learning nine articles on the instructional use of technology. Thumbnail sketches of slides used in the workshop are also included. (DLS) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** .{10/011431AMpflawpt,4; REGIONAL TECHNOLOGY 4 A- PLANNING, U.S. DEPARTMENT OF EDUCATION Office of Educational Research andImprovement WORKSHOP EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 0 This document has beenreproduced as received from the person or organization originating it. 0 Minor changes have beenmade to improve reproduction quality. Points of view or opinions stated inthis document do not necessarily represent official OERI position or policy. Developed by Technology & Innovations in Education (TIE) through support from the Mid-continent Regional Educational Laboratory (McREL). This product was developed with funds from the Office of Educational Research & Improvement, U.S. Department of Education, under contract #RJ96006101. BEST COPY AVAILABLE 2 Outcomes & Agenda Planning Model Overview Workshop Activities Resource Manual 1997 Evaluation Form Resources a) System & Resources b) Technical Infrastructure Technology and Innovations in Education 1925 Plaza Blvd Rapid City, SD 57702 605-394-1876 c) People Infrastructure http://www.tie.net Nt Vtg iplA;q:1400t d) Teaching & Learning 0 3 BEST COPY AVAILABLE 1111=. OUTCOMES AND AGENDA Regional Technology Planning Workshop Denver Hilton South Denver, CO Outcomes Workshop participants will: gain a "big picture" perspective of technology planning and related issues. understand a model for sound, practical technology planning. build capacity for leading a local technology planning effort. engage in the steps of a technologyplanning process. network and collaborate with team members and other colleagues regarding technology planning issues. Agenda April 24, 1997 10:0010:30 a.m. Introductions and Agenda Overview 10:30 - 12:00 p.m. A Big Picture of Sound Technology Planning 12:00 - 1:00 p.m. Lunch 1:00 - 2:30 p.m. Information Gathering and Gleaning 2:30 - 2:45 p.m. Break 2:45 - 4:15 p.m. Descriptive Vision Development 4:154:30 p.m. "Headline to Headline" Wrap-up Activity April 25, 1997 9:0010:15 a.m. Discrepancy Analysis 10:1510:30 a.m. Break 10:3011:30 p.m. Discrepancy Analysis 11:3012:00 p.m. Setting the Stage for Action Plan Development 12:001:00 p.m. Lunch 1:002:15 p.m. Action Plan Development 2:152:30 p.m. Break '2:303:30 p.m. Action Plan Development 3:303:45 p.m. Wrap-up 5 Page 2 * PLANNING MODEL i OVERVIEW * V Al III III 11 111 111 11 III III Mk`,1 TV TIE Strategic Planning Model: A Process for W Pursuing Technology-Infused Teaching and Learning Grid for Viewing Planning Process Systems and resources Technical infrastructure People infrastmcture Technology-infused teaching and learning/1 Ma j o rComponents of the Planning Model 1)Information Gathering and Gleaning 2)Descriptive Vision Development 3)Discrepancy Analysis 4)Action Plan Development Page 3 -111-v7)41 ITE==> Air Major Componentsof the A Planning Model 1)Information Gathering andGleaning Establish a current, validsnapshot of the educa- tional technologyinfrastructure, capacity, and integration surrounding theteaching and learning process. Gather, review, analyze, and reflecton the informationto form sound impressions of needs,progress, and possibilities. Whethera few key snapshotsor a whole photo album, this planning component offersan important bench- mark for the planningprocess. Elements might include: mission and vision outcomes and/or curriculum standards cj current priorities for teaching and learning a involvement in school reformefforts perceived strengths and barriers surrounding school reform initiatives current technology plan current technology infrastructure including hardware, software, networks current technology applications and cX3 integration 55 staff skills with technology Page 4 8 2) Descriptive Vision Development Build a vision of technology implemen- tation and integration for impacting teaching and learning in thenext 3-5 years. Via a collaborative team effort, form a concise vision that describes teaching and learning interactionsamong educational stakeholders. Elements of the vision mi2ht include: roles of students, teachers, administrators, and community members characteristics of teaching and learning activities structure of learning environments capacity of technical infrastructure capacity of people infrastructure Page 5 wiF-PrfALkmu\\ Major Components of the Planning Model 3) Discrepancy Analysis ( Identify thegaps between the current status as established by the "information g-athering and gleaning" activity and the vision produced by the "descriptive vision development" effort. Via honest, open interactions, define the "space" between "where the district is" and "where the districtwants to be." Clarify and order priorities though the lenses of resources and reality. Often the discrepancy analysis reactivates aspects of the "information gathering and gleaning"or "descriptive vision development." Elements of the discrepancy analysis might include: shifts in school system and structures issues surroundingresources updating and repurposing technical infrastructure people capacityknowledge, skills, practices curriculumdesign, development, implementation Page 6 1 0 Major Components of the Planning Model 4) Action Plan Development Identify actions that address thegaps noted through the discrepancy analysisprocess. This effort produces the "meat and potatoes" of the plan. Prioritize,prioritize, and again prioritize toensure specific attention to those activities that are most critical to overall impact. For purposes of doability and manageability, focus on a few key priorities and identifya few action steps for each. Build in accountability. Action plan miaht include: Priorities/Objectives Action steps delineating tasks and activities Resources Persons responsible for carrying out actions Time Line for accomplishing each step Criteria that specify expectations for each action Data that produces information for determining progress and results Ii 111111111111111 Page 7 1 1 Related Planning Considerations Components of the planning process are sequential as well as cyclic and concurrent. Planning servesas a strong capacity building tool maximize the opportunities. Planning is reallymore about process than it is about product. Page 8 I. 2 ISSUES AND CHALLENGES TO REACHING THE VISION Vision of Picture of New Learning Envwonments Current Learning Environments "Communications Age" Primarily "Industrial Age" School is everywhere School is a place Communities of learners Classroom groups of students Dynamic. flexible, evolving curriculum Textbook driven, static curriculum Learner centered processes and practices for Teacher directed processes and practices for learning learning Equitable access and seamless infusion of Inequitable access and use of technology as technology an add-on Technology facilitates multimedia-based Technology primarily automates communication, information sharing. "traditional" practices collaboration The pursuit of professional excellence is Professional development opportunities