The Instructional Technology Plan is designed to assess the needs of the school in terms of technology and instruction. It should be noted that schools are becoming more sensitive on global needs. Technology is a global issue that education cannot put off. Thus, it is imperative for schools to make a technology plan that will enumerate the technological needs of the institution and assess feasible solutions for each with optimum benefits for all users. Education needs technology. It is the only way that they can compete with the trends of the society, which is becoming more and more dependent on technology and information access.
Thus, it is essential for the school to secure an agenda-specific plan. This assures the possibility to assimilate technology to classroom instructions. (Cooper, 2006) Mission-Vision The thrust of the plan is to create a technology-based classroom which is both cost-efficient and effective for educators, administrators and students alike. This Instructional Technology Plan hopes to cover the needs of instructional technology in both the tangible and intangible aspects. It assumes the feasibility of the plan.
In the end, it also proposes evaluative indicators of the plan’s success and development points based on given criteria. The plan is geared towards achieving an efficient classroom. This includes increase in the learning potential of the students. A technology-savvy classroom also results in better-equipped teaching personnel. In effect, the administrators will also have a worthwhile role in shaping the institution technologically as movers and builders of an effective technology-based classroom. The Instructional Technology Committee To begin the plan, an Instructional Technology Committee is delegated.
They will be responsible in the assessment of technological needs within the institution. They are composed of school administrators and technology representatives. It is the committee’s job to review needs, procure equipment, manage, monitor, maintain, and execute activities according to plan. Procurement of Equipment The committee is tasked to procure the best quality yet reasonably priced equipment for the institution. This will include purchase of computers with the latest specifications. These specifications shall be determined by the technology representatives.
The institution will also need a dependable network and internet connection. The technology representatives will be tasked to create and monitor the firewall settings and other access for the network, so that access especially to websites will be purely for educational purposes only. A sophisticated and secure storage device will also be necessary to ensure file security. All purchases reviewed by the technology representatives shall be approved by the school administrators in the committee. Training for Teaching Personnel Instructional technology primarily benefits the teaching personnel.
Teachers are interested to merge technology with their lessons. This is evident in the increasing computer literacy of mentors who are now no longer content with simple word processing. Studies show that teachers get positive reinforcement when they are allowed and aided to use technology inside the classroom. This benefit will greatly help students in return. (Technology Plan, 2005) However, to fully maximize the benefits of instructional technology, teachers need guidance and proper training on the use of equipment and the execution of lessons through them.
Teachers should be willing to learn. In technological training, no one should be assumed knowledgeable. This does not only protect the quality of the education being delivered, it also saves the institution from expensive repairs due to misuse. As soon as the equipment is up and running, a series of trainings should be introduced to each and every mentor who will be using the equipment in the classroom. The training should cover the following points: • Hardware familiarization – Teachers should be made familiar with the equipment and its functions.
This eliminates possible misuse that can cause damage to equipment • Network settings and access – Teachers should be taught about access restrictions, security, and ethics in using the instructional equipment • Student guidance – As much as teachers need the guidance, students also need the same. There is no better person for this role but the teachers who act as the facilitator in classes. Adjustments should also be made with the curriculum so that it will make full use of instructional technology. By doing so, the investments are maximized.
Initially, adjustments should be made with the presentation aspect. Throughout the course, adjustments on content so that it will relate to the use of instructional technology will be of great help as well. Training Students While most students are already familiar with the use of computers and the internet, no student should be assumed knowledgeable or an expert in the field. After teachers have been trained, it is their turn to train and guide students in the proper use and access of instructional technology equipment. This should include discussion on restrictions while using the equipment.
Ethics should also be taught forward as an added value to this technology training for students. Facilitators should remember that technology can transform classrooms. Learners are evidently more interested when classrooms are innovative. While sustaining this, schools and mentors should be equally vigilant with control. After training, students should be given full access of the services, yet still be subject to the limitations set by the administration, the committee, and the classroom rules of each instructor with which students should seek guidance. (Mercer, 2006)
Evaluative Factors Continuous monitoring should be made to ensure that the program is meeting its objectives. It will be known that the program is effective by maintaining the following evaluative factors: • Teachers give better feedback and performance with effective methodology in class • Teachers are more creative and inventive with the way that they teach and instruct • Students are more interested to attend class and learn, which can be measured by a decrease on absence and tardiness issues as well as problems on underperformance • Students are more positive about their lessons.
They are participative and inclined to try new ways to apply what they learn to real-life applications, even outside the classroom • Administrators receive less negative feedback on instruction methodology, student attendance, participation, and other issues about mentors and students While this is not a fully conclusive way to evaluate the effectiveness of the program, this helps determine the objectives of the plan are met. With the vision and mission of the plan met and the expected results of the initiative accomplished, it is evident that the plan is positively being enforced in the institution.
This radiates even more positive outcomes for mentors, students, and the institution as a whole.
References
Cooper, P. 2006. Instructional technology plan. Retrieved May 8, 2008, from http://www. okee. k12. fl. us/2004-2007%20Technology%20Plan%20Board%20Approved%203-14-06. pdf Mercer, H. 2006. Technology plan 2006-2007: An adventure in learning. Retrieved May 8, 2008, from http://quest. es. brevard. k12. fl. us/techplan. htm Technology plan 2005-2008. 2005. Retrieved May 8, 2008, from http://www. uppercapetech. com/PDF/TechPlan05. pdf