Technology Plan

  Library Tech PlanAppendix B - Library Guidelines for Expenditures

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Expenditure Categories - tech training (see appendix F Standards & Guidelines - Authorized allocations)

1. planning and coordination (page 31 of 48) = 4
Developing TTIP/Human Resource Expenditure Plans, conducting needs studies, coordinating technology training planning with staff development and other college-wide planning processes. · Researching and evaluating training materials, presenters, services, sites and sources. · Planning, implementing, tracking, evaluating and reporting on the other nine authorized categories and areas.

2. introduction to educational uses of technology (page 32 of 48) = 4
Attendance at conferences, development of Flex activities, and other activities designed to raise consciousness across a college of the potential use of technology and any plans a college may have to start using new forms of technology, and so forth.

3. training of technical suport (page 33 of 48) = 4
Training for technical support skills, such as skills needed in the planning, purchase, configuration and installation, operation, maintenance and repair of educational equipment, software, data transfer, and communication systems, including e-mail, web-servers, multi-media and telecommunications development and the technical aspects of distance-delivery.

4. institutional redesign (page 32 of 48) = 2
Research, training or consultation for the redesign of positions, academic structures, settings, processes, and policies to permit wider use of educational technology, alone, or in combination with alternative and traditional pedagogues, and including training or coaching in the management of change and continuous improvement related to the effective use of educational technology.

5. using educational technology (page 32 of 48) = 2
Areas may include, but are not limited to: basic understanding of technology and telecommunications, presentation software and devices, management of e-mail and on-line discussion groups, real-time teaching at a distance, the use of Web-based research and communication tools, use of graphic, video-graphic, and virtual reality tools for creating learning objects, on-line registration and counseling tools, electronic transcripts, electronic cataloguing and library services and so forth. To achieve full proficiency in the design of interactive, multi-media, and distance-based delivery, alone or in combination with other alternative modes of instruction (i.e. collaborative learning, learning communities and so forth) training in the theory of learning systems, learning styles, cognition, multi-culturalism, and assessment, and in the design of learning systems and curricula, may be paid for with these funds and is encouraged.

6. training of Trainers (page 33 of 48) = 1
Training of Trainers who are or will be employed by the college at least in part to provide training to other employees of the college related to technology and its educational uses, i.e. to provide the awareness and training listed above.

7. development of pilot and model applications following training (page
33 fo 48) = 1
Includes coached practice in the development and use of media-based presentations, lessons, models, discussion group protocols, information retrieval processes, data-bases for student advisement transcripts, counseling at a distance, and other student services or administrative processes. Practice of new skills by developing new tools or materials, or reworking roles, are eligible activities, if the resulting materials or procedures are further used for the training of others.

Colleges are particularly encouraged to plan for and fund out of TTIP dollars "Learning Teams". Such teams can and should include faculty from different disciplines, learning resources professionals, counseling and other student services faculty, as well as staff qualified in instructional design and various media and technical skills and appropriate administrators or their representatives. Such teams should be used to develop new courses or redesign existing courses, to create learning objects, to train other teams and to cooperate with similar teams from other colleges and segments.

8. faculty/staff development center and other forms of technical suport
(page 31 of 48) = 1
Establishment or expansion of the hours or services of a "teaching and learning center or centers", i.e., one or more sites on campus that contain (a) demonstration workstations with computers equipped to support a range of educational uses of technology; (b) information on teaching and learning, upon training opportunities, and educational technology; and (c) space for training and discussions related to the educational uses of technology and the improvement of teaching and other educational services. Provision of technical support including coaching, assisting, and supporting the development and implementation of new modes of instructional and service delivery. Such assistance
may be provided by technical staff and/or by unclassified (including students), classified or certified staff to fulfill the need specified by the college (see also #8, below for the need for and limitations upon this provision).

9. purchase of self-paced training tools and services
(page 31 of 48) =
(including tutorials, CD's, Web-based Training, Videos and materials and services that provide self-paced training and so forth).

10. development of training materials, self-paced learning tools and
templates (page 31 of 48) = 0
Released time and other expenses associated with a college or district developing their own training tools and materials for the use of their trainers or for self-paced training.

Colleges are encouraged to use these funds to develop and share tools (i.e. common templates, boiler plates, libraries, reusable learning objects, etc.) that lessen or preclude the need for specialized technical training among most practitioners.

At the same time in promoting the use of such tools, colleges are encouraged to invest heavily in promoting their most effective use, by incorporating in the design of these tools on-line reminders, guides or "wizards" that incorporate reminders, and/or are based upon sound pedagogical counseling and learning principles and practices.


Working Principles of our Plan: - (from John See article)
1. Effective technology plans are short term, not long term.
Technology is changing so fast that it is almost impossible to plan what type of technology will be
available for use five years from now. Even one year plans may now be about as far ahead as
effective planning for purchases of certain types or brands of equipment can take place.

2. Effective technology plans focus on applications, not technology. In other words, make your technology plan outcome-based, not input-based. Develop a plan that specifies what students, staff, and administration should be able to do with technology and let those outcomes determine the types and amount of technology your plan requests.

3. Effective technology plans go beyond enhancing the curriculum. Don't buy technology to
teach about technology.

4. Effective technology plans define technology as more than computers. Many technology
plans only deal with computers. There are many other types of technology available which have
appropriate uses in education. Include as many types of technology in a plan as possible. for
example, television production is one type

5. Effective technology plan stress integration of technology into the curriculum. Effective
technology plans help teachers answer the question, "What do I have to stop teaching to teach about
the computer?" The answer to that question is, "What are you teaching now that you can teach more
effectively and efficiently with this tool?" And the answer applies to all curriculum areas. It is not
effective to buy technology to teach about technology. Wasn't it Seymour Papert that said, "Do we
have classes called 'pencil'?" Then why do we have classes called "computer literacy?" It is not
effective to teach about technology in isolation from other subject areas. Technical applications must
be taught as part of an existing subject so students understand how technology can be a tool that
makes them a more productive and powerful person in any subject area.

Take writing for example. To me, it's a five-step creative process. What technical applications are
there that help students with this process? Well, word processing fits in at every step. Desktop
publishing fits perfectly in the presentation, or final step of the process. It is time to stop teaching
word processing as a separate curriculum and teach it as part of the creative writing process which
can be used in every subject area. The list of these types of applications for technology goes on and
on and on.

It is also important not to develop technology learner outcomes in isolation from other subject areas.
Technology outcomes must be included in every subject's curriculum revision cycle. It does not
make sense to have the technology people develop their subject outcomes in isolation and then
expect every other subject area to integrate those outcomes. It must be a cooperative joint effort.

6. Effective technology plans are tied to staff development plans. Technology plans that are not tied to long-term staff development are destined for failure.

Bellingham School District Tech plan (very comprehensive) -

self-evaluation computer competencies - Bellingham -


see materials at http://lamission.org/techplan

ttip plan = http://www.cccco.edu/cccco/ESED/irt/tnt/ttip00-01/cert.htm

appendix f for staff development = http://www.vcsun.org/~djordan/forms/appenf.htm

entire plan in html format = http://www.vcsun.org/~djordan/forms/ttipcertif.htm




Campus wide inventory
· Campus Administrative network
· Library/LRC network
· New Instructional network
· Instructional Labs
· Biology
· Business
· CSIT
· Engineering
· Office Administration
· Instructional support classroom equipment
· Faculty and staff equipment

2. assessment tool?

3. areas to explore

Areas to explore:

· Discipline oriented training
· Effective use on Networks
· Multimedia - Interactive technologies, digital media
· Tutorials - For classroom use, laboratories, virtual reality, tutorials, simulations
· Improving teaching techniques or learning systems
· New application software - What's commercially available
· Instructional use of technology
· Part time teachers - How to use technology for instructional learning and how to enhance student
learning
· Creation of multimedia presentations or documents using available tools
· How to use existing technology - VCR's, Computer projection systems, laser disc,
voice-data-video computer equipment

Expand the access to information for registered students (grades, add/drop classes, financial aide,
transcripts, and on-line admissions applications).

Areas to explore:
· Network environment
· Programs of study
· E-mail to the students
D) Increase student access to faculty and staff through e-mail.
E) Allow remote access to library and LRC resources.
Areas to explore:
· On-line access from home or work for the student
· Locate books at other libraries on-line
· On-line research
F) Allow remote access for faculty, staff, and students to CD-ROM technology and applications
used in the Library/LRC building.

Areas to explore:
· Access multimedia campus capabilities
· Research term papers