educational technology strategic planning

Planning for Educational Technology Integration

Why seek out educational technology? We know that technology can enhance the teaching and learning process by providing unique opportunities. However, we also know that adoption of educational technology is a highly complex process. There are several levels of execution that need to occur. It requires knowledge, expertise and experience.

Educational technology can be very challenging to implement. There are many possible barriers. For instance, equipping schools with technology can be expensive. Also, teachers will sometimes be resistant to technology adoption. Additionally, parents may see technology as a diversion from academic learning. These are just a few of the issues that may need to be addressed.

However, we believe that educational technology has great potential. It can foster creativity, boost motivation and increase engagement.

There are a variety of ways educational technology can be analyzed and selected for implementation in a classroom. There are many factors to consider:

• Does the technology facilitate a deep understanding?
• How easy is it to use the technology? How to adopt?
• How much does it cost? Is it affordable? Is the benefit worth the cost?

These are just a few questions we should think about.

This article focuses on planning. Why do we need planning? What kind of elements does planning entail? What steps are necessary for planning technology integration ? What types of issues should be considered when planning for educational technology?

Lack of effective planning may cause problems. Having a vision and a plan for the implementation of educational technology integration is key to well integrated educational technology. Strategic planning for technology adoption requires visionary educational leadership skills.

The planning phase is of major importance in technology integration. For instance, it can ensure that money is spent more efficiently, help to better allocate existing resources and time, or it can facilitate collaboration among stakeholders.

In an increasingly technology-rich world, educational institutions are faced with the significant challenge of equipping students with the skills and knowledge required to adapt to the ongoing technological innovations of the 21st century. In one sense, these institutions are already becoming technology-driven to a large extent, as they adopt resources such as computers, customized software programs, network communications systems, and other equipment designed to facilitate both administrative and teaching processes.

While technological resources have now become commonplace in the daily routine and management of schools, their smooth integration into the educational setting necessitates careful planning. An implementation plan must not only be realistic and practical, but must also take into account the actual “real life” needs of those who will be involved in the school itself. In other words, the planning process should include all of the stakeholders involved. And in fact, stakeholder involvement has been shown to be an invaluable factor in successfully integrating and executing the plan.

Because the completed plan will specify what is taught and how, as well as which technologies resources will be needed, the initial focus should be on how to integrate the chosen technologies into the educative program. For that reason, one of the first steps should be to clarify specific instructional goals. At the same time, the plan should also specify the goals of the institution itself, with a view to how technology can be used to enhance leadership and encourage the creation of innovative approaches.

Another factor that assists in technology integration is a comprehensive plan that addresses the use of technological resources . More than simply sketching out a sequence of events and the desired results, this part of the plan should spell out the school’s fundamental philosophy concerning the use of technology, as well as provide some guideposts with respect to further avenues of exploration with respect to how technology may be employed in additional ways to improve the educative process for both teachers and learners into the future. For instance, in the United States the majority of school districts have been using technology plans for several years, as have many individual schools. These generally include a number of elements, such as planned future acquisitions of hardware and software, provisions for both technical and instructional support, wireless capabilities, and plans for training and professional development.

For better or worse, if often seems that school administrators are expected to wear a number of hats comfortably, as problem solvers, role models of best practice, consensus builders, innovators, and visionaries. And these expectations hold just as strongly when it comes to the integration of technology as well. It is worth remembering, however, that the successful integration of technology on any scale, whether it be institution-wide or in a single classroom, depends quite significantly on having the support of every party involved, including school boards, district-wide administrators, and site administrators.

I am a professor of Educational Technology. I have worked at several elite universities. I hold a PhD degree from the University of Illinois and a master's degree from Purdue University.

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Educational Technology Strategic Plan Template

• Great for beginners
• Ready-to-use, fully customizable Subcategory
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In today's digital age, educational institutions are faced with the challenge of effectively integrating technology into their teaching and learning processes. That's where ClickUp's Educational Technology Strategic Plan Template comes in!

This template is specifically designed to help educational institutions outline their vision, goals, and objectives for leveraging technology in the classroom. With ClickUp's user-friendly interface and powerful features, you can:

• Identify the key areas where technology can enhance teaching and learning
• Set actionable goals and strategies to effectively implement educational technology
• Track progress and measure the impact of technology integration on student engagement and outcomes

Ready to take your institution's technology integration to the next level? Get started with ClickUp's Educational Technology Strategic Plan Template today!

Benefits of Educational Technology Strategic Plan Template

When creating an Educational Technology Strategic Plan, using a template can provide numerous benefits, including:

• Streamlining the planning process and saving time
• Ensuring a comprehensive and well-structured plan
• Facilitating collaboration and alignment among stakeholders
• Providing a clear roadmap for implementing technology initiatives
• Helping institutions stay up-to-date with the latest educational technology trends
• Fostering innovation and creativity in teaching and learning
• Maximizing the impact of technology on student achievement and success
• Monitoring progress and evaluating the effectiveness of technology integration
• Adapting to changing educational needs and advancements in technology

Main Elements of Educational Technology Strategic Plan Template

ClickUp's Educational Technology Strategic Plan template is the ultimate tool for planning and executing your organization's digital transformation in the education sector.

Here are the main elements of this template:

• Custom Statuses: Easily track the progress of your projects with 5 different statuses including Cancelled, Complete, In Progress, On Hold, and To Do.
• Custom Fields: Utilize 8 custom fields such as Duration Days, Impact, Progress, and Team Members to capture and analyze key information about each project in your plan.
• Custom Views: Access 6 different views including Progress, Gantt, Workload, Timeline, Initiatives, and Getting Started Guide to visualize and manage your educational technology projects in a way that suits your needs.
• Collaboration and Planning Tools: Utilize ClickUp's powerful features such as Gantt charts, workload management, and timeline views to effectively plan, track, and execute your strategic initiatives.
• Seamless Integration: Integrate ClickUp with other educational technology tools and platforms to streamline your workflow and ensure a seamless execution of your strategic plan.

How to Use Strategic Plan for Educational Technology

Developing an educational technology strategic plan can be a complex task, but with the help of ClickUp's template and following the steps below, you can create a comprehensive plan that aligns with your organization's goals and objectives.

1. Assess current technology infrastructure

Begin by assessing your current technology infrastructure, including hardware, software, network capabilities, and any existing educational technology tools or systems. Evaluate their effectiveness and identify any gaps or areas for improvement.

Use the Workload view in ClickUp to track and assess your current technology infrastructure components.

2. Define goals and objectives

Clearly define your goals and objectives for integrating technology into education. What specific outcomes do you want to achieve? Do you want to enhance student learning, improve teacher productivity, or streamline administrative processes? Be specific and ensure your goals are aligned with your organization's overall strategic objectives.

Create tasks in ClickUp to outline and define your goals and objectives.

3. Identify technology needs and requirements

Based on your goals and objectives, identify the technology needs and requirements that will support your educational initiatives. Consider factors such as hardware, software, network infrastructure, data security, training and support, and any other specific needs unique to your organization.

Use custom fields in ClickUp to track and prioritize your technology needs and requirements.

4. Develop an implementation plan

Create a detailed implementation plan that outlines the steps, timelines, and responsibilities for integrating technology into education. Break down the plan into manageable phases, ensuring that each phase aligns with your goals and objectives. Determine who will be responsible for each task and establish clear deadlines.

Use the Gantt chart in ClickUp to visualize and manage your implementation plan.

5. Monitor progress and evaluate effectiveness

Regularly monitor the progress of your technology integration efforts and evaluate their effectiveness. Collect data and feedback from teachers, students, and other stakeholders to assess the impact of technology on teaching and learning outcomes. Use this information to make any necessary adjustments or improvements to your strategic plan.

Set up recurring tasks in ClickUp to monitor progress and conduct evaluations at regular intervals.

6. Continuously update and improve

Educational technology is constantly evolving, so it's important to stay up-to-date with the latest trends and innovations. Continuously update and improve your strategic plan to ensure it remains relevant and aligned with your organization's changing needs and priorities.

Create a recurring task in ClickUp to review and update your educational technology strategic plan on a regular basis.

Get Started with ClickUp’s Educational Technology Strategic Plan Template

Educational institutions can use this Educational Technology Strategic Plan Template to effectively integrate technology into their teaching and learning processes.

First, hit “Add Template” to sign up for ClickUp and add the template to your Workspace. Make sure you designate which Space or location in your Workspace you’d like this template applied.

Next, invite relevant members or guests to your Workspace to start collaborating.

Now you can take advantage of the full potential of this template to create an effective educational technology strategic plan:

• Use the Progress View to track the progress of each technology initiative
• The Gantt View will help you visualize the timeline and dependencies of your technology projects
• Use the Workload View to distribute tasks and resources evenly among team members
• The Timeline View will give you a visual representation of the milestones and deadlines of your technology projects
• Use the Initiatives View to manage and track the progress of individual technology initiatives
• The Getting Started Guide View will provide step-by-step instructions on how to use this template effectively
• Organize tasks into five different statuses: Cancelled, Complete, In Progress, On Hold, To Do, to keep track of progress
• Update statuses as you progress through tasks to keep stakeholders informed of progress
• Monitor and analyze tasks to ensure maximum productivity

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Per Part 100.12 of Commissioner’s Regulations, all New York State public school districts are required to develop and maintain instructional technology plans.

NYSED's Office of Educational Design and Technology collects and reviews key information on district Instructional Technology Plans (ITPs) from school districts every three years.  The new 2022 plan is valid through June 30, 2025.  Through District Instructional Technology Plans, districts address how they are meeting the Educational Technology expectations of the Board of Regents, as articulated in the  USNY Statewide Learning Technology Plan .

Districts will identify how they will:

• Develop a strategic vision and goals to support student achievement and engagement through the seamless integration of technology into teaching and learning;
• Provide technology-enhanced, culturally- and linguistically-responsive learning environments to support improved teaching and learning;
• Increase equitable access to high-quality digital resources and standards-based, technology-rich learning experiences;
• Provide access to relevant and rigorous professional development to ensure educators and leaders are proficient in the integration of learning technologies.

Districts also were required to post either their NYSED approved Instructional Technology Plan or a more comprehensive technology plan to a public website where the survey or plan can be easily accessed by the community.

List of links provided to NYSED to all individual New York State Public School District Technology Plans .

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Strategic planning

The need for an iiep remains higher than ever.                                    (unesco internal oversight services, 2013).

 An effective ministry is guided by a plan which brings together all stakeholders and is regularly monitored and updated. IIEP strongly believes that planning is not a one-off activity. Rather it is a continuous practice that should engage all ministry departments and partners at national and subnational levels in a consultative and participatory process. Institutionalizing planning necessitates that ministries establish a strategic vision and priorities, coordinate their programmes and budgets annually and within a medium-term expenditure framework, negotiate with national and international financing agencies, and periodically monitor that it is on track to achieve policy objectives through implementation reviews.

Strategic planning guides educational development by giving a common vision and shared priorities. Educational planning is both visionary and pragmatic, engaging a wide range of actors in defining education’s future and mobilizing resources to reach its goals. For policy-makers, planning offers the path to:

• implement education reform and system transformation;
• realize equal opportunities for children and youth;
• provide quality education for all.

IIEP has strong experience and expertise in strategic planning and has developed in collaboration with the Global Partnership for Education (GPE) two newly published documents to help ministries in charge of education transform their processes and operations to meet the challenges of a changing world:

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• Guidelines for Education Sector Plan Preparation
• Guidelines for transitional education plan preparation

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“Transforming Education through Technology” Masterplan 2030

Gain insights on the strategic focus of our “Transforming Education through Technology” Masterplan 2030.

Outcome goals

• Self-directed in setting goals and managing their learning using a range of digital tools and resources. 
• Collaborative and connected in using digital tools to co-construct and share knowledge with others.
• Apply digital literacy and technological skills to “distil and discern” through the effective use of technology.
• Exercise cyber wellness to use technology in a safe and discerning manner.
• Use human-centred methodologies to “discover” needs and “develop” solutions to real-world problems.
• Skilfully leverage a range of digital tools to create solutions.
• Embrace a culture of teamwork, sharing, adoption and adaptation of digital resources and best practices for teaching with technology.
• Are proficient in using e-Pedagogy to design effective tech-enabled learning experiences.
• Harness learning data to better understand students’ needs and provide more targeted guidance.
• Continually develop and deepen their digital literacy and technological skills.
• Regularly experiment with technology to make their teaching more efficient and effective.
• Classrooms and common spaces designed and equipped to adapt quickly and easily to meet a variety of teaching and learning needs.
• Continuous enhancement of network connectivity to support learning anytime and anywhere learning.
• Use of communication technology to overcome limitations of physical space, connecting in-school learning with the outside world.
• Stronger partnership between MOE, other government agencies, Institutes of Higher Learning and private sector to develop and scale good EdTech practices and solutions more quickly.
• MOE’s EdTech efforts informed by the latest research and industry developments, and benchmarked against international best practices.
• Stronger support from parents to complement schools’ efforts in EdTech use, especially in consistent cyber wellness guidelines and practices adopted at home.

Implementation focus

Strategic thrusts.

• AI-enabled features in SLS to customise learning pathways to individual student’s needs, for example, the Adaptive Learning System .
• Richer variety of learning resources in the SLS to enable finer customisation and to support self-directed learning.
• AI-enabled tools to provide immediate and customised feedback to students, for example, through  Learning Feedback Assistants .
• Further elaboration of the “Find, Think, Apply, Create” framework to support deepening of digital literacy in schools, for example, with the Nine Digital Competencies .
• Repository of self-paced lessons on Digital Literacy and Technological Skills (beginning with AI Literacy) hosted on SLS.
• Greater emphasis will be placed on cyber wellness within the Character and Citizenship Education curriculum to help students form good digital habits.
• Scaling of school programmes that leverage technology to develop 21CC, for example, digital making.
• Enable greater intentionality of 21CC in the curriculum.
• Establish culture and practice of sharing and adapting lesson resources in subject departments to ease lesson preparation load.
• Establish use of e-Pedagogy in subject departments.
• Greater emphasis on e-Pedagogy and use of EdTech in both NIE pre-service teacher training and in-service teacher professional development.
• Provide resources and professional development opportunities for teachers on data literacy and cyber wellness.
• Partner Centre of Teaching and Learning Excellence (CTLE) to study and share effective and innovative use of EdTech.

Key enablers

• Provide professional development opportunities for schools in the use of learning data.
• Support for transformation of schools’ learning spaces.
• Establish local and global network of EdTech partnerships, with other government agencies, industry and research centres.
• Facilitate school-level creation and sharing of teacher resources, and partnership with teacher-developers to amplify ground-up innovation.

Academic Strategic Plan

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Educational Technology

The charge of the educational technology strategy committee is to make operational and strategic decisions in support of the Academic Strategic Plan to resource and implement the recommendations of the Vanderbilt Institute for Digital Learning (VIDL) Advisory Board, Center for Teaching (CFT) working groups, and faculty advisory groups to advance educational technology and digital learning at Vanderbilt.

Committee Members:

• Cynthia J. Cyrus , vice provost for learning and residential affairs, professor of musicology, affiliated faculty in women's and gender studies, Office of the Provost, co-chair;
• John Sloop , associate provost for digital learning; professor of communication studies, Office of the Provost, co-chair;
• S. Toufeeq Ahmed , assistant professor of biomedical informatics, director of education informatics School of Medicine;
• Cliff Anderson , director of scholarly communications, Jean and Alexander Heard Library;
• Derek Bruff , senior lecturer of mathematics, director, Center for Teaching;
• Jay Clayton , director, Curb Center for Art, Enterprise, and Public Policy; William R. Kenan, Jr. Professor, Department of English, College of Arts and Science; 
• Skip Culbertson , executive director, Executive Development Institute, Owen Graduate School of Management;
• Corbette Doyle , lecturer in organizational leadership, Peabody College;
• Ole Molvig , assistant director for education and research, Vanderbilt Institute for Digital Learning; assistant professor of history, College of Arts and Science;
• Melanie Moran , executive director, integrated communications, associate director, news and communications, Office of Public Affairs;
• Gayathri Narasimham , associate director, Vanderbilt Institute for Digital Learning;
• Jason Reusch , senior director of academic IT service delivery, Information Technology;
• Craig Smith , associate dean for undergraduate affairs, associate professor of psychology and human development, Peabody College; and
• Betsy Weiner , senior associate dean for informatics, Centennial Independence Foundation Professor of Nursing, professor of biomedical informatics, School of Nursing.

District-wide Strategic Plan

District-wide strategic plan 2020-2025.

The SOCCCD District-wide Strategic Plan 2020-2025 was developed in concert with Saddleback College and Irvine Valley College and reflects district-wide planning priorities. The District-wide Strategic Plan is managed by the District-wide Planning Council , a participatory governance group. 

A comprehensive SOCCCD Environmental Scan Report 2019  to inform the District and college strategic plans was conducted in 2019.

District-wide Goals and Objectives

Strategic Planning Goals 2014-2025

Desired Outcome:  All students have been provided equal access to quality education and traditionally underrepresented students have achieved their desired educational outcomes to the same extent and at the same rate as all other students.

1.1 Reduce and eliminate the achievement gap among underrepresented students. Indicator : Reduce and eliminate the achievement gap among underrepresented students in the number of students annually who earn associate degrees, certificates, transfer, become transfer ready, or complete 9 units in a CTE program that prepares them for a specific occupation

1.2 Reduce and eliminate the achievement gap for completion rates in transfer-level math and English (VFS). Indicator : Increase the completion rate of transfer-level math and English within students’ first year to 50 percent

1.3 Reduce and eliminate the achievement gap between online and traditional classroom classes. Indicator : Establish baseline data set for each college and district-wide

1.4 Increase equity of access into college. Indicator : Establish a baseline for the overall percentage of students who enroll after applying and by underrepresented student groups

1.5 Reduce and eliminate student Fall to Spring and Fall to Fall retention equity gaps. Indicator : Establish a baseline for student retention rates by underrepresented student groups

1.6 Cultivate culturally responsive and inclusive learning and working environment free from explicit/implicit bias. Indicator : Establish a baseline to measure explicit/implicit bias

1.7 Cultivate a culturally responsive and inclusive learning and working environment free from institutional bias. Indicator : Establish a baseline to measure culturally responsive and inclusive learning environment

Desired Outcome:  The lives of our students are transformed by the learning opportunities they experience, the skills they acquire, and the achievements they attain.

2.1 Increase the number of students annually who earn associate degrees, certificates, or 9 units in a CTE program that prepare them for an in-demand job (VFS). Indicator : Establish a baseline of completion by award type and CTE program

2.2 Increase the number of students transferring annually (VFS). Indicator : Increase transfers to UC, CSU, and all other institutions by 35% Indicator : Establish a baseline to measure “transfer ready” students

2.3 Increase completion rates in transfer-level math and English. Indicator : Increase the completion rate of transfer-level math and English within students’ first year to 50 percent

2.4 Increase course success in online and traditional classroom classes. Indicator : Establish a baseline for course success in online and traditional classes

2.5 Increase student spring to spring and fall to fall retention. Indicator : Establish baseline percentage for the student retention rates

2.6 Increase the percent of exiting CTE students who report being employed in their field of study(VFS). Indicator : Increase CTE employment rate to 69 percent

2.7 Reduce average units accumulated by students who complete degrees (VFS). Indicator : Reduce average units accumulated from 88 to 79 units

2.8 Implement educational programs and student services to indicator non-traditional students. Indicator : Establish baseline of "non-traditional" students

2.9 Increase and support the number of outside classroom learning opportunities available for students in each division (and participation in those opportunities). Indicator : Establish a baseline of "outside learning opportunities"

2.10 Create and support inter-disciplinary learning opportunities both within and across the colleges. Indicator: Establish a baseline for inter-disciplinary learning opportunities

2.11 Increase the number of professional development opportunities for faculty and staff. Indicator : Establish a baseline for professional development programs

Desired Outcome:  Strategic partnerships enable us to serve the civic, cultural, and economic needs of our communities.

3.1 Strengthen and expand industry engagement to support student learning, program development, and regional economic development. Indicator : Establish baseline counts of partnerships by developing a rubric to categorize existing partnerships

3.2 Increase the number of students who reported obtaining a job closely related to their field of study that strongly support the regional economy (VFS). Indicator : Increase the percentage of students reporting obtaining a job closely related to their field of study to 76% based on Career Technical Education Outcomes Survey (CTEOS)

3.3 Increase participation in extended learning (community and adult education programs, and emeritus institutes). Indicator : Establish a baseline for extended learning programs

3.4 Increase the number of students who earn college credits while still in high school. Indicator : Establish a baseline of students who are dual-enrolled (CCAP) and concurrently enrolled

3.5 Increase partnerships with higher education institutions. Indicator : Establish a baseline of partnerships with higher education institutions

3.6 Increase community participation in civic, athletic, and cultural events. Indicator: Establish a baseline for measuring community participation in civic, athletic, and cultural activities.

Desired Outcome : Our institutional systems, facilities, and infrastructure are optimized, accessible, and sustainable to achieve our goals.

4.1 Identify and streamline all institutional policies, practices, and processes pertaining to facilities and technology. Indicator : Completion of college and district facilities and technology master plans that include a student-centered principle, established standards, and an appropriate resource planning model

4.2 Develop an organizational culture of collaboration across the district Indicator : Implement the District-wide Climate Survey in 2020 to establish a baseline on organizational culture and collaboration

4.3 Create a sustainable and robust participatory governance evaluation process Indicator : Review and analyze all committee evaluations for effective participatory governance and  decision-making

4.4 Provide enhanced student support with a student-centered design Indicator : Establish areas of student need for expanded student support services Indicator : Explore student housing feasibility in the district

4.5 Develop and build out the ATEP vision for the colleges including public-private partnerships Indicator : Establish a baseline of deliverables for ATEP vision 

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The IAFC’s Workforce Solutions program through a FEMA SAFER grant has developed a comprehensive guide for Volunteer, Combination and Career departments to run a Fire Camp to give prospective recruits a taste of life in the fire service.

The guide can be used as a whole, or in part to help departments develop all aspects of their Fire Camp from scratch, including program development, staffing, required equipment, budgeting, insurance, marketing, facilities, health & safety and more.

This is a how to guide based on research and experiences of Subject Matter Experts Subject Matter Experts who have developed and run successful fire camps in the United States and Canada.

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