The Essential Steps of Technology Planning.

'Headware,' Not Hardware, is Key to Effective Integration in K-12 Schools

Long ago and far away when the use of computers in education was something new and different, the operative assumption was to just hand over the equipment to teachers and students and then get out of the way.

Conventional wisdom had it that new users would osmotically appreciate the inherent goodness and rightness of the technology, and in a fundamentally intuitive manner move quickly and effortlessly to integrate its use into their lives. This classically has come to be known as the "Ready, Fire, Aim" or "Ready, Aim, Backfire" model for technological implementation.

Thankfully, there's a statute of limitations on utter stupidity. Otherwise many of us would be perpetually seeking forgiveness for the multiple transgressions of our initial efforts to bring technology into the classroom. Through hindsight, it is now clear that when technology is introduced to the classroom and nothing else is done, only the power bill goes up.

It may surprise some that learning to effectively integrate new technologies into schools is not a natural act. Rather, it is a deliberate and planned intervention upon current educational practices and thinking. Successful implementation is not just about purchasing and installing hardware and software; it is about the physical and conceptual infrastructures that must be constructed to support the technology.

At the center of it all, "headware," not hardware, is the central element in the successful development of an effective, coherent, and cohesive long-range plan for technology in K-12 schools.

Successful planning is highly challenging, particularly in a world of uncertainty created by unrelenting change. Nowhere is this more evident than in public education, where educators are constantly being bombarded by the sniping of drive-by critics, white-knuckle decision makers, and after-the-fact educational experts. All of this makes planning new initiatives a challenging if not jarring undertaking.

Where To Begin

The starting point for successful implementation is to appreciate that planning requires more than simply determining the amount of money available or the kind of equipment that should be bought. One must begin by asking and understanding how technology can assist learning and instruction.

When building a house, success results from the construction of a solid foundation upon which to place the structure, for no matter how beautiful or sophisticated the structure's design may be, unless it rests on a sturdy base, it will be of little worth.

In much the same way, building a successful technology program depends on the development of a conceptual foundation of several critical pillars. While we could construct a plan using only a few pillars, in the longer term any plan that does not incorporate all will most certainly fail.

What follows is an overview of several no-cost or low-cost pillars that must be included to ensure you develop an effective technology plan at the site or district level.

Shared Leadership

How many readers know of a buffalostyle leader who stampedes through the countryside (or office) while the rest of the herd scrambles madly to keep up? In days of old, buffalo hunters knew that to ensure a successful hunt, all that was needed was to down the lead buffalo. At this point, the remainder of the herd would agree graciously to stand around wondering what to do next, which made them exceedingly easy targets to pick off.

Compare this common style of leadership with that of a flock of geese who each take a turn in the lead before falling back to be replaced by another when he or she tires. In much the same way, if technological initiatives are to be truly successful, responsibility for leadership must be spread around so a broad constituency of leaders develops, rather than a single champion who must carry the entire burden of making things happen.

In truth, the notion of leadership is not about who gets the credit. It is about making things work over the long term. The half life of superintendents and administrators being what it is today, the starting point for the development of an effective technology plan is to ensure the plan still will be standing after the leadership has moved on. The success or failure of the plan hinges on this critical first step.

Collective Vision

Related to shared leadership is the creation of a collective vision for the future shared by all potential stakeholders. The visioning process must be more than simply a mandate developed and imposed from the top down. Too often, planning initiatives are empty, meaningless undertakings. To be successful, this exercise must be viewed widely as a meaningful process that will be used to develop a coherent and comprehensive broad-based vision--one intended to unify rather than polarize the constituent base.

The goal of such a process should be the development of a single target or set of targets rather than a series of fragmented, disjointed visions. The vision must address not just what is, but what could and should be. It must build a new vision, not just reinforce the old. It must address more than just technology, and it must include the conceptual framework and technological infrastructure of support and understanding necessary for successful implementation.

Further, any such vision must ensure that those involved with the planning also will be the implementers. Experience shows that one part of this process cannot be seen or developed in isolation from the other. If constituents need to approve a plan, they should be involved in the planning process from the outset.

In addition, those involved should understand that this is hard work that involves much dialogue and many iterations before agreement is reached. To be meaningful, the process probably needs to be messy rather than surgical in nature. Even when consensus finally has been reached, the created vision will have to be revisited regularly and modified as needed to ensure that it maintains its relevancy in the light of the relentless changes that are inevitable with any emergent technologies.

Holistic Approach 

Technology commonly is put into schools in isolation from other elements within educational infrastructures. An outbreak of so-called technological measles regularly leads to implementation being viewed as a series of separate initiatives rather than a single entity. This inevitably leads to the emergence of islands of information technology and numerous fragmented areas of application.

To be successful, the use of technology must be viewed in a comprehensive, systematic manner. Every effort must be made to avoid the division of instructional technology into separate curricular entities or separate from administrative technology, libraries, networking, and communications planning.

The simple lesson to be learned here is that developing a series of technological infrastructures in isolation to one another most assuredly will triple or quadruple the total cost of implementation.

Relevant Curriculum

The linking of the planning of new educational curriculum with available technology has not been the norm for educational reform. Curriculum revision usually is developed separately from educational technology plans.

Educational reformers frequently are not aware of the educational technology tools available, while at the same time educational technology reformers often are unfamiliar with new educational initiatives and the new pedagogy this technology requires. This leads to a pervasive sense that the use of technology is little more than an add-on or a frill--something that would certainly be nice to do if we had the time or money, but not really essential.

To overcome this, any implementation must endeavor to make a substantive link between the left hand and right hand. As such, technology outcomes should be included in every subject's revision cycle. It simply does not make sense to have educational technologists develop their subject in isolation and then expect every other subject area to integrate those outcomes into their curriculum. Success depends on making this a cooperative effort.

Associated with this, curriculum initiatives must be outcome based, rather than input based. Activities and units developed should be designed to focus on what users can do with the technology as an integrated and complementary component of the revised curriculum, rather than developed as a curriculum unto itself.

At all costs, implementation must avoid "technolust" and "technodrool" that typically finds technology driving curriculum rather than the other way around. To be effective, technology should be introduced as a transparent productivity tool, not unlike a pen, with a focus upon learning about technology as an incidental but essential by-product of the various curriculum-based activities.

New Pedagogy

Technology allows users not only to do things differently, but to do different things. For educators, teaching and learning with technology means it no longer is necessary to always take a Lawrence Welk-sage-on-stage, lecture approach to instruction.

Access to technology by students can allow educators to distribute responsibility for learning to the students rather than focus control in the hands of the teacher. This fundamentally alters the roles and responsibilities for both the learner and the instructor.

However, this is easier said than done. For many educators, moving beyond traditional instructional mindsets represents a significant intellectual challenge and requires a tremendous leap of faith. Help is needed for this to occur.

Staff Training

Technology plans not linked to substantive and meaningful long-term staff development plans are almost certain to fail. Learning about technology is not something that happens quickly or easily. For this reason, the widely revered "one-time, one-shot" approach simply will not work.

Initially educators must be provided with opportunities that will introduce them to the types of technology available. At the same time, they must have time to identify ways in which such tools can be used for personal productivity applications such as word processing or information retrieval. Only when a degree of relative comfort and familiarity has been reached can educators move toward applications such as marks management, test generation, or record keeping that might be of a personal and professional nature. This takes time.

When educators begin to appreciate and use the true potential of the technology and applications as personal tools they will better understand how technology can be integrated into the curriculum. The difficulty is that so many ways exist in which technology can be used. So while it is tempting to sample several items at the bountiful smorgasbord of technology, dabbling can lead to serious indigestion. For this reason, conventional wisdom has been that it usually is better to begin by identifying a single piece of software that will be of greatest personal use and then learning it well, rather than sampling several programs simultaneously and using them poorly.

Related to this, it should be made abundantly clear that school districts must take part of the responsibility for providing staff development opportunities and funding. However, ultimately, each individual has the responsibility for his or her own personal and professional growth.

This may require a re-examination of current teacher credentialing processes, hiring policies, or instructional expectations.

Beyond Computers

Some educators believe the term "computer" is synonymous with "technology." Many other types of technology can be used effectively in education so it is essential to incorporate other types into the plan. This should include commonplace technology such as telephones, audio cassettes, and video cameras.

For those just starting out, consider developing a consistent platform that consists of one type of equipment. Supporting more than one platform at a time may require the development of parallel support infrastructures to address the differing needs for various hardware, software, connectivity, facilities, and training issues.

Unfortunately, many jurisdictions still base their purchasing plans on a "computer de jour" approach, buying whatever can be acquired for the absolutely lowest price at that time or buying what an ill-conceived plan dictates rather than what people are going to be able to use effectively. While this may save money in the short term, it is an ill-advised decision that often is regretted after the fact.

At the same time, however, experience has shown clearly that the best solution may not necessarily mean the most expensive or newest equipment. To be successful, it is often more effective to acquire "toaster technology," which is plug and play rather than plug and pray.

While it is enticing to want the latest and greatest, the initial focus of any implementation should be on equipment that learners can use quickly, rather than equipment they will spend great amounts of time learning to use. Success tends to cultivate momentum, enthusiasm, and commitment, while failure often breeds contempt, disillusionment, and resistance.

Software Supports

In much the same way as with hardware considerations, there should be a focus on ensuring consistency with the software being used. It is not always necessary to have the most modem, complex, or expensive software. Often complex software requires inordinate amounts of time to train people on using it, rather than applying its use to solving real problems.

Instead, it may be better to purchase software that can be learned quickly and used effectively by a large number of people. While it may not butter bread, a Swiss army knife also has a great fork, spoon, corkscrew, and a myriad of other tools.

In much the same manner, a single piece of integrated software containing a word processor, spreadsheet, database, graphing tool, and a telecommunications component can be highly versatile while also being far simpler to learn.

Flexible Facilities

Planners often view facility issues and the related costs as an afterthought. Such factors are a hidden, but nonetheless important cost that should be factored into all spending equations. Consider not just the cost of desks, but also power, lighting, networking, ventilation, flooring, noise reduction, location, and wall space for now and the future.

Any cost estimates related to a technology plan should contain an inclusive formula that takes into account all of the elements related to not just facilities, but hardware, software, curriculum, training, and support. Too often, planners only consider the cost of the computers and software, without considering the associated expense for servers, shared printers, related peripherals, network connection, and the like. Many novice planners are surprised to discover after the fact that the hardware component may only represent 30 percent of the total cost.

Technical Support

Yet another element often overlooked is the need for responsive, reliable, and helpful technical support. This too can be a make-or-break element. However, it is often one of the most difficult elements to sell to decision makers.

Those with a capital acquisition mentality have little problem in spending money on things that will be on show, but balk at putting out money to support other components, particularly elements that are intangibles. As a result, users often give up in absolute frustration when trying to rely upon balky devices that have an operational complexity well beyond the individual's personal abilities.

Even where technical support is provided, tremendous anxiety can be created by technicians unwilling or unable to communicate with users. Success depends not just on having techno-weenies who speak English as a seventh language, but on individuals with real communication skills, an educational and instructional context to the use of technology, and a willingness to share their knowledge rather than build personal empires.

Multilevel Support

Support for initiatives must come from three levels: district, school, and community. At the district level, support must be both moral and financial in nature. It is difficult to succeed if the plan is not understood and supported by the superintendent, the school board, and district personnel.

This support cannot just be implied, but must be explicitly recognized and profiled as important at the district level through such means as inclusion in a district's annual goals or broad-based showcasing of programs. If support is not there, it often is interpreted by those in the trenches as just another example of rhetoric rather than substantive commitment to a plan.

At the school level, successful initiatives, while not usually directly led, must be supported strongly by administrators. The extensive and varying demands placed upon administrators often do not allow them the time to effectively drive the initiative. Instead, what is needed is the existence of a cadre of school-based champions with ownership of the initiative, time to facilitate it, and financial and emotional support needed to make things happen at the operational and conceptual levels.

As is the case with technical support, this group should include individuals who sincerely believe in empowerment and the cultivation of a sense of shared ownership rather than individuals who would build personal empires.

At the community level, a broad-based understanding for the initiative as well as how it impacts on the educational community is vital. Planned events such as open houses, public demonstrations, informational talks, and community training provide excellent opportunities to showcase the program. A concerted effort should be made to connect in a substantive way parents, seniors, young families, childless households, businesses, and politicians as well as any other potential constituents whose support and understanding may be needed.

Related to this, every opportunity must be taken to promote the program through the local news media. Essentially, a kitchen sink approach should be used to ensure that initiatives are profiled effectively. Appreciate the idea that if constituents do not come to you, you must go to them.

Long-Term Commitment

Successful plans tend to be broad-based, long-term visions that are expanded well beyond one-shot, single-year, lump-sum initiatives. These plans involve a significant commitment at the school, district, and community levels to meaningful change.

They include a commitment to the development of effective infrastructures to ensure an ongoing refocusing of instructional strategies. They incorporate budgetary elements that go well beyond new equipment to address issues such as obsolescence, sustainment, and the ongoing improvement and expansion of current programs.

They contain a commitment to address all elements of a plan, not just a few. And more than anything else, these plans acknowledge that technology is simply part of the ongoing cost of doing business in the Information Age, not a novelty that can be addressed once and then forgotten.

Ongoing Evaluation

Finally, a multilevel evaluation component must be included. Prior to developing any implementation plan, a comprehensive technological audit must be undertaken. (See related story, page 15.) This tool helps provide a baseline not only for what hardware and software is in place, but also for the attitudes and practices of your constituents.

The latter element helps clearly determine why some individuals are using technology while others are not. It also identifies many of the obstacles that stand in the way of successful implementation and helps develop effective solutions.

Any plan also must identify the specific goals that need to be accomplished. The goals cannot simply be a series of vague, intangible immeasurables, but must be clearly stated in terms that identify the skills needed, as well as the attitudes, application, and understanding necessary to demonstrate mastery. In generic terms, this should identify what students, administrators, and support staff should be able to with technology that they cannot do without technology, as well as why these attributes are important.

Getting It Right

Even with all elements in place, it still will be three to five years before you see widespread changes in educational structures and instructional delivery at a systematic level. And if truth be known, however much you spend and however carefully you plan, you never will be finished. A fundamentally restructured system, let alone one developed in alignment with a quality technology program, must be viewed as a journey rather than a destination.

So in the end, getting it right is not just about buying and installing technology for the sake of installing technology. Instead, it is about how carefully planning and building structures that can help in renewing the educational system by linking reform and technology together. This is why it is essential to address these elements in any technology implementation plan.

Ian Jukes is an educational technology consultant to school districts in the United States and Canada.

One Superintendent's Modest Plan for Modeling Technology

ALLEN HALL 

As superintendent of a 1,700-student school district that spends well below the state average, I am no different than any other superintendent in thinking that computers and technology ought to be a vital part of education today.

If you are not a technology user, you ought to be. I recommend you attend some basic workshops. Most take a day (or less) and cost under $100, a fee your school district should pay. I code the expense to staff development.

Many administrators choose to avoid computer training because they are embarrassed about their lack of hands-on knowledge. That is the best reason for attending. You are certain to find fellow school district administrators at a workshop who know no more than you do about technology.

After you have received training on accessing the Internet or Windows 95 or whatever, you need to practice what you have learned. If you do not have a computer at home, use one at school in the morning or evening. You may prefer to figure things out on your own. I found it less frustrating to have someone knowledgeable assist me while I was experimenting.

You can find many excellent books about personal use of technology in bookstores. Series such as Mac for Dummies and The Internet for Dummies are useful resources that are easy to read and fun to follow. I personally prefer going to workshops rather than reading the books. The important thing is to get your fingers on the keyboard.

Ordinary Ability

If you are thinking I am a technology wizard, I assure you this is not the case. I can use what is useful to me.

I do not have a lot of patience when I get stuck. Figuring out how to connect all of the wires to the correct inputs or outputs drives me crazy. I do not "surf the Net" for several hours a night. I prefer Sports Illustrated to Internet World.

My life consists of moderation in all things. I use email, occasionally access the Internet, and use word processing and spreadsheets. I can use both IBM and Macintosh platforms. When I get stuck, I ask our district technology coordinator or a teacher or a student to help me out. I do not spend an hour trying to figure it out on my own.

Promoting Use

I would like to share some ideas I have found useful to promote technology use by others in the district. (I am aware some districts are light years ahead of us.)

* Give salary schedule credits to teachers who attend workshops on technology.

Our technology coordinator provides workshops on using CD-ROMs, laser discs, and the Internet on Saturday mornings and in the summer. If you do not have a technology person, pay a teacher to run these classes or hire someone from a neighboring school. We also count these workshops as continuing education credits, which teachers are required by the union contract to complete.

* Use the library budget money to purchase multimedia.

* Ask PTOs or PTAs to purchase software and/or technology.

* Form student technology clubs.

Our district sponsors them at the junior high and high school. They are like any other extracurricular activity. A teacher is paid a stipend as club adviser.

* Offer a computer buy for teachers.

Our district purchased a computer for any teacher interested. We required that a CD-ROM and a modem be included. The teachers paid the district back through payroll deduction over a year. Twenty took advantage. The only cost to the district was the interest, but the gains for students were great as these staff now use technology to enhance their teaching.

* Develop a district technology plan that includes a vision for using technology in learning, a framework for purchasing technology and software, and ongoing staff development.

* Demonstrate technology at school board meetings.

* Solicit used equipment.

We have a high school lab of used IBM 386s. We would like to have the newer model 486 or Pentium computers, but we do a lot with the 386s. (Businesses may sell or donate outdated equipment if they know of your interest.)

* Develop a home page on the World VVide Web.

You can visit us at http://isbe.state.il.us/[sim]peohs/.