Google Apps Professional Development Annotated Resources

Joshua Davis

Melisa Eichele

Lyndsay Goeckeritz

Kayla Metheny

Georgia Southern University

 Annotated List of Resources

Butcher, P., Hale, M., Cindi, H., & Morgan, K. (2012). Writing Goals and Objectives for a Technology

Plan. Retrieved September 7, 2015, from

http://www.webjunction.org/documents/webjunction/Writing_Goals_and_Objectives_for_a_Techno

logy_Plan.html

This online article is a resource that clearly states what the goals and objectives for writing a technology

plan should be and how to write them. This article also gives specifics on how to write a technology plan.

This is a great resource to use when grading and evaluating other technology plans. This article can be

used to evaluate technology plans by comparing goals and objectives to the baseline and to check

specifics of a technology plan.

Druin, A. (2002). The role of children in the design of new technology. Behaviour &

Information Technology, 21(1), 1-25.

Too many times, designers, build technology plans without thinking of the user population. In most cases,

that population would be our students. This article looks at the fact, that we need to establish a

relationship with the students, and allow them to incorporate their ideas into the technology plan instead
of US designing technology to be used in the classroom for our students. This is apparent within the

article when it discusses the child as an informant. In this model, the children give examples of what

they expect the design to look like, or how it would be utilized. At different points within the design, the

children will be asked to come and review the design and give feedback to make sure the new technology

design is keyed to their

Fox, C., & Jones, R. (2009). Leveraging Title I & Title IID: Maximizing the Impact of Technology in

Education--A Resource Guide Identifying Technology Tools for Schools. Retrieved 2015, from

http://eric.ed.gov/?q=ED537539&ft=on&id=ED537539

This is a guide to help educators understand the types of technology and programs that are implemented

in schools. This resource will be very helpful when evaluating technology plans. This guide can be

accessed to clear up any misunderstanding of program or technology mentioned in the plans being

evaluated.

Hannafin, R. (2008). K-12 Technology Audit: Lessons for School Leaders. International Electronic

Journal for Leadership in Learning, 12(6). Retrieved 2015, from http://eric.ed.gov/?q=technology

plans audit&ft=on&id=EJ940560

This journal article is a synthesis of a technology audit whose purpose was to evaluate technology use and

integration in a school district. This resource is very useful when determining how a technology plan is

evaluated and implemented. The audit information was gathered through the use of surveys and

interviews of students, teachers, administrators, and parents. This audit allows one to see how even

though a plan is written and approved it may not be implemented and in some cases teachers, students,

and parents are not even aware of what the

Lenoard, J. (2013). State Technology Plans. Retrieved September 6, 2015, from

http://www2.ed.gov/programs/edtech/techstateplan.html

This website is a collection of State Technology Plans for all 50 states. This is a great resource to refer to

when evaluating a technology plan. This resource can be used to access the statewide technology plan for
the state of the school district plan being evaluated. Referring to the statewide plan can help when

evaluating a school districts technology plan by seeing what the states technology educational goals are

and relate them to the district to see if they align.

Norton, S. (2013). Technology Planning: Designing the Direction to get there. Knowledge Quest, 42(1),

64-69. Retrieved September 1, 2015, from Professional Development Collection.

This article outlines the major components of a technology plan. Each component is defined and includes

examples of the type of information the plan should include. The Goals and strategies section suggests

specific and measurable goals. The professional development section includes training staff on existing

and new technology. The budget section includes expected funding and expected costs. The assessment

section includes evaluation of past and present plans. The influence for leadership section includes

information for approaching and communication with leadership. This article is an information outline of

the key components of a technology plan.

Sheppard, B., & Brown, J. (2014). Leadership for a new vision of public school classrooms: Technology-

smart and learner-centered. Journal of Educational Administration, 52(1), 84. doi:10.1108/JEA-03-

2012-0027

There are new teachers graduating college every year eager to begin their careers as educators. They are

eager to teach the children, and also use the tools they learned in their education. What the new educators

do not expect is the learning curve that is the utilizing the technology EFFECTIVELY within their

lessons. New technologies are introduced every year and teachers are expected to use these technologies

as professionals, but what happens is they become resistant to the new technologies and they stand under

used, and in some cases unused. This article tackles this problem from the leadership standpoint. It

discusses that it is up to leadership to give their teachers adequate trainings and to understand that their

teacher population has to learn the new technologies inside and out before they can effectively use it in

the classroom. The teachers interviewed voiced their opinions and why they did not effectively use

technology in many reasons ranging from: limited access to software and hardware to professional
isolation. All of these factors point back to leadership. The article discusses that not matter the technology

plan the administrators always have to make available the resources needed by teachers to be successful.

Technology Master Plan. (2014, April 23). Retrieved September 2, 2015, from

http://nsd.us/district/plans/technology_plan.pdf

The technology master plan is a detailed and organized example of a school technology plan. Many

important components were included, including the school information, mission statements, time frame

for the plan, the stakeholders, integrating with the curriculum, and inventory of school resources. The

outline discusses the present guidelines, and future goals. This plan contains the personal side that is

important when discussing education, and the technical side for the technology. The technology

integration goals are specifically outlined along with action steps to achieve those goals. There is a

summary of success indicators with specific examples. The plan includes progressing with the future and

training staff on technology tools. Overall, this plan includes many ideas, and details that are helpful

when creating or evaluating a technology plan.

U.S. Department of Education, Office of Educational Technology (2010). Transforming American

Education: Learning Powered by Technology. Retrieved September 7, 2015, from

http://tech.ed.gov/wp-content/uploads/2013/10/netp2010.pdf

This resource is the National Technology Plan and states what the goals are for the department of

education relating to technology. This is a great resource to compare to district technology plans to see if

they relate back to the national plan. This plan clearly states what the nation is working toward in relation

to educational technology. Comparing this plan to district plans will give a clear idea if the district plan is

up to date and meaningful.

Vanderlinde, R., & Van Braak, J. (2013). Technology Planning in Schools: An Integrated Researched-

Based Model. British Journal of Education Technology, 44(1), E14-E17. doi:10.1111/j.1467-

8535.2012.01321.x
This journal article provides an organized model to create a technology plan for a school or school

district. The authors create an outline that is easy to follow and attainable by anyone creating a plan. Each

step in the outline is defined and explained throughout the article. The authors explain the relevance for

each step. The information is collected from multiple technology plans created for a variety of primary

schools. The article contains five different dimensions for an effective technology plan. The dimensions

are general enough to apply to any type of technology plan. The cyclic dimension refers to the mission,

goals, and current technologies. The content dimension includes budget, technology training and the

technology infrastructure. The interaction dimension includes the stakeholders, community, and students.

The support dimension includes supporting the school staff. The product dimension refers to the capacity

of the school and the academic practices of the school. The information is valuable and flexible enough to

apply to any school.