Traci Lynn Patterson Blake
E6925
M5A1
Organizational Technology Plan Outline
Dr. McIntyre
April 5, 2011
Technology Outline
I. Introduction to Technology Plan
II. Instructional Goals and How Technology Used
A. Instructional Goals
1. Telecommunications
2. Information
B. How Technology Used
1. Storage and communication
2. Instruction
3. Assessment
4. Curriculum
III. Administrative and Infrastructure Goals and How Technology Used
A. Administrative Goals
1. Department Processes
2. Division Process
B. Infrastructure Goals
1. Using pilot desktop and server virtualization
2. Adding new tools to efficiently report and monitor network and internet handling
C. How Technology Used
1. Research
2. Information
IV. Assistive Technology Needs
A. Determine which specific software, hardware, and/or modifications
B. Classification as high, middle or low tech
V. Professional Development Implementation
VI. Issues Related to Maintenance, Upgrade, and Replacement of Technology with Budget
A. Issues Related to Maintenance
1. Connections
2. Filters
3. Wires
B. Issues Related to Upgrade
1. Retaining Capacity
2. Elevation to Higher Standards
C. Issues Related to Replacement of Technology
1. Technological Developments
2. Costs
3. Obseletion
VII. Summary
VIII. References
Technology Plan
When you plan to address the needs for your institution’s technology facilities, you must persistently upgrade it to match the school district’s curriculum and infrastructure (Argosy, 2011).
This outline of an organizational technology plan is developed with the betterment of student performance in mind. The technology plan vision is to advance student performance by expansively integrating educational technology into all facets of the educational process in order to improve students’ success, develop students’ technology literacy skills, augment student motivation, aid communication, and to efficiently administer organizational operations. Implementation of the technology vision across the curriculum is directed by long-term, systemic, and site-foundation technology plans created by educational technology advisory administrators. Educators use technology to analyze, collect, and understand achievement data to develop superiority in teaching and learning. Technology is used to aid communication and collaboration to attain a full of life partnership of students, community and university personnel. All learners and educators should be technologically educated. All learners and educators should have collective access to suitable technology in the learning institution and/or at home. This educational technology vision is constantly communicated to the community of learners and educators. Utilizing educational technology will advance student achievement, expand students’ research and information glibness, and aid students to achieve the skills, knowledge, and
principles needed for success. Assistive technology will advance the lives of persons with disabilities by sustaining individual needs with reverence for differences. Instruction will become more media- involved and visual. Collaboration and communication will be improved facilitating all educators to become part of a international learning community. Distance and e- learning will be used to unite learners and educators to virtual classrooms. Administrators will improve organizational competence and efficiency. The community will be endowed with learners who graduate to become accountable citizens who will be successful in a swiftly changing planet.
Instructional Component
Telecommunications and information will be used as the instructional components to meet the instructional goals of the plan.
Instructional Goals
The goals are to use web-based subscription services which meet institutional education needs, to make the most of integration by offering timely and incessant support for teachers
during the year based on needs of the individual departments, and to help classroom instructors, librarians, and technology education teachers offer a learning environment for students which uses technology to progress academic achievement. These technologies essentially change the learning process and structure.
How Technology Used
Administrators also use them to store data and communicate throughout the district. The technologies include, but are not limited to computers, CD-ROMs, modems, satellites, interactive media, and teleconferencing. Educators use the technologies.
For instruction purposes these technologies considerably affect the role of educators, the classrooms and the of institution. The use of instructional technology changes the educator’s role from authority to facilitator or tutor. These technologies also mean instruction is no longer limited to the classroom or institution building, e.g. learners can take courses from the Internet or a global satellite feed. Education can take place at work, home, or anywhere else that has the capability for phone, computer or a television.
For assessment purposes these technologies focus on creating feedback into the education process. Learners make corrections to errors, get recurrent and accurate feedback, and structure educational experiences around their individual needs. Assessment can be tracked by offsite instructors and it can be cumulative and ongoing.
For the curriculum, these technologies considerably expand the depth of the curriculum. By using the Internet, learners can access information that exceed the scope of their traditional textbooks. Curricula can be specialized on an individual basis and adapted to students’ specific learning styles. The use of Instructional technology improves overall knowledge accretion, rather than only focusing on content mastery.
There will be the utilization of instructional technology in web-based instruction, educational CD-ROMs, and computers. These will be integrated across the curriculum. This technology includes the products, the artifacts like tools and machines , as well as the processes, the ways of doing things such as techniques and strategies. I mean everything from development, practice of design, utilization, management and evaluation of progression and resources for learning. It is used for formative and summative assessments.
Administrative and Infrastructure Component
Administrative information systems will offer suitable technology and work flow to sustain department and division processes and functions. It will offer new processing alternatives and an upgraded database.
Administrative and Infrastructure Goals
There will be learner- centered services and support for the matriculation progression. With the use of learner email and cloud storage, the institution will supply students with university generated email addresses and related storage. Learners will use a portal. An online learner portal, will be commenced. There will be a self-service information environment that enables users to collect and present information. It will expand the self-service information environment so that departments and offices can produce statements on demand.
How Technology Used
The technologies will also translate data residually located on the heritage system of information storage, which has been accumulating. This data is accessible for research and information. The administrative and infrastructure goals supply dependable and secure technology services for voice, data and video services as well. Technologies will also address administrative and infrastructure goals by:
1. Using pilot desktop and server virtualization
2. Upgrading already offered servers with virtual technology
3. Installing upgraded network equipment to offer greater connectivity amid buildings
4. Installing necessary equipment to fulfill legal mandates
5. Installing filtering and monitoring for spyware and web susceptibility
6. Adding new tools to efficiently report and monitor network and internet handling
7. Upgrading university phone and voicemail organization to offer integrated and cell technologies
8. Installing added wireless network access points
Assistive Technology Needs
Technologies are used in the integration of assistive technology for students with disabilities.Assistive technology is a necessary tool in the educational process for any individual that might be experiencing a disability. These services include a comprehensive assessment constituent to determine which specific software, hardware, and/or modifications a student might require. E.g. students who are non-verbal may require an unconventional communication device to effectively facilitate participation in all aspects of institution curriculum and life. According to Bowser and Reed (2000) to specific needs include:
- Giving multiple representations of the information being presented.(magnification)
- Giving multiple or modifiable means of expression and control.
- Giving multiple or modifiable means of motivating and engaging students(p.1).
Some of these assistive technologies may be classified as high, middle or low tech. The idea of a high technology device typically includes items that require electronics, computers, or microchips to carry out some function. Low technology typically does not require an outside power source. High technology is a computer. The application of technology could vary from having a computer read a book (high tech) to printing out the subject matter in a larger font to the student using a magnifying glass (low tech) to read the necessary material.
Once a specific device or software program is designated to be fitting, it is acquired with technology plan funds. Training for the personnel who will work with the learner is offered and constant support will be in place at the institution by an assistive technology resource teacher.
Issues Related to Maintenance, Upgrade, and Replacement of Technology
Over the next five years, which is the course of the projected technology plan, the technologies used will be need to be maintained, upgraded, and replaced. The areas that are included in the maintenance prospects include computers, learner information systems, instructional networks and systems, network operation servers, education choice support, and video operations.
A vital procedure in launching this multi-year strategy is to persistently evaluate needs and employ a strategic technology plan to efficiently deliver the technology services that support the instructional programs and administrative functions of the institutional system.
There are roughly 70,000 computers in the university. A returning annual funding of $15 million will be required to institute and maintain an supply of computers that are five years old or less based on the following calculations. Replacement of approximately 14,000 computers annually (70,000 computers / 5 years) = $15 million per year.
2011= $15 million
2012= $15 million
2013= $15 million
2014= $15 million
2015= $15 million
Much of the student information system is old and outdated. It is about ten years old. A new one is replacing it and it is being implemented to support the vision, mission and strategic goals of the institution. It is called Institution Administration Student Information Systems (IASIS).Will will begin a multi-year effort to implement IASIS across the institution system.
2011= $1.5 million
2012= $1.8 million
2013= $1.5 million
2014= $1.9 million
2015= $1.5 million
Instructional networks and systems need to be maintained, serviced, and replaced. LAN and WAN funds are continuously evaluated, recommend and installed. To meet these work- loads, networks must offer high levels of accessibility, permanence of services, and maintenance. This includes a revive and renovate program to support LAN and wireless network equipment which includes switches and access points. The funding to sustain, maintain, and replace these essentially important systems is vital to ensure the utmost utilization of instructional time.
2011= $1.5 million
2012= $1.5 million
2013= $1.5 million
2014= $1.5 million
2015= $1.5 million
Network operation servers are an indispensable component of the technology infrastructure. They are required to run serious enterprise-level applications used by the personnel, such as e-mail, payroll, and student information systems. Servers must be upgraded or replaced on a habitual basis so that these very important systems can function successfully and competently. This funding plan and projection outlines an methodical approach to upgrading or replacing all servers on a five year standard basis.
2011= $1 million
2012= $1 million
2013= $1.5 million
2014= $1.5 million
2015= $1.2 million
Education choice support libraries that utilize technologies, have valuable capabilities for the institution. Educators must have access to them. This is key given the greater emphasis on liability with respect to the No Child Left Behind Act and Standards of Learning. This infrastructure level is essential to support central and institutional instructional leaders. Increasing access to include all educators requires an upgrade to the current infrastructure. Funding is also needed to augment and make bigger features in other business areas is needed.
2011= $1 million
2012= $2 million
2013= $1.5 million
2014= $1.5 million
2015= $1.2 million
Video operations will mandate an approximated $2 million to revive preexisting video equipment. All equipment planned for funding is above the industry standard 6-8 year rejuvenate cycle. All video functions, including mobile and stationary, are covered in this budget.
2011= $.5 million
2012= $.5 million
2013= $.5 million
2014= $.5 million
2015= $.5 million
Issues Related to Maintenance
· Maladjusted internet connections
· Improperly adjusted input/out connections
· Improperly operating intake connections
· Irregular closed computer connections
· Leaking and dirty filters
· Clogged, worn or mismatched wires
Issues Related to Upgrades
1. Computers often can be upgraded and continue to operate in the same capacity. A computer in need of upgrading may have low power. Computer manufacturers often can supply upgrading kits as well as fully upgraded computers.
2. Computers can sometimes be upgraded to comply with higher standards. A computer upgrade kit may contain replacement components that will help the overall performance of the computer and in some cases, may also improve energy economy.
Issues Related to Replacement of Technologies
1. Keeping up with technological developments
2. Being cost efficient
3. Getting rid of systems which are no longer relevant and useful
Summary
This technology plan will be implemented for the years 2011-2015. Utilizing educational technology will advance student achievement, expand students’ research and information fluency. It will encourage students to achieve the skills, knowledge, and principles needed for success. Instruction will become more media-based and visual. Collaboration and communication will be improved facilitating all educators to become part of a international learning community. Distance and e- learning will be used to unite learners and educators to virtual classrooms. Administrators will improve organizational competence and efficiency.
References
Bowser, G. & Reed, P. (2000). Considering your child's need for assistive technology.
Retrieved from http://www.ldonline.org/article/6246
Schulzrinne , H.(2011). Writing systems and networking articles. Retrieved from
http://www.cs.columbia.edu/~hgs/etc/writing-style.html
Smith, J. (2006). The Association of Independent Maryland Schools sample technology plan.
Retrieved from http://www.aimsmd.org/upload/SampleTechPlan.pdf