Reflection+TF+-+7+-+Procedures,+Polices,+Planning+and+Budgeting+for+Technology

Standard VII Procedures, Policies, Planning and Budgeting for Technology Environments. [|Standard 7 Tech Reflection wk 4.doc]
 * Self-Assessment**

Planning, policies, procedures and budgeting support the infrastructure of a good technology program. When all the technology is in place and working according to plan, we don’t think much about it. But when that same piece of technology is broken, missing a key upgrade or missing a simple cable to make the technology experience work, we are frustrated, angry and sometimes in trouble if we are now unable to complete a project deadline. As the head swim coach, I must work closely with my athletic director to make sure that the $75,000.00 timing system is working correctly at all times. This system is linked into three different computers, a wireless receiver, 6 touch pads, 12 back up finish plungers, a starting horn system and runs 5 different software programs, 3 of which are running simultaneously. Currently, I am the only one in the district, including all the technology staff, who can set up and run the system. To insure this system is running up to speed, I’ve implemented various policies and procedures to make sure it works at all times. Discovering a timing system does not work when a swim meet is about to begin is, to say the least, not a good experience, and has considerable impact on how the meet is run. I am also continuously planning future upgrades to the system and have to budget for software and hardware upgrades or replacements to maintain the system. After starting my master’s course work and learning some key elements to planning and budgeting, I knew I must design a useable policy that could address all the issues to maintain this system. Over the past 12 months, I’ve worked with district personal to have a design district rental policy that covers the use the pool area and any technology equipment in that area.
 * Learn as a Learner**

I’ve learned that it is important to do your research and consult technology leaders whenever you can, even if you think you already know the answer. Two years ago, my athletic director told me he had received extra funds for technology use in athletics. We both decided that it would be ideal for my program to use portable laptops with the electronic timing system. He said he would go ahead and order new laptops and let me know when they came in. Williamson & Reddish noted that it is important to consult with teachers and involve them in the selection process (Williamson & Reddish, 2009). My athletic director ordered under-powered laptops that were unable to successfully integrate with the software system we use. We ended up sending the laptops back and upgrading to faster laptops with more memory. We were lucky we did not have to take the mistake as loss, and I was reminded how important it is to research and consult prior to taking any action and then to stay with the process until the end to make sure you end up with the correct equipment for the task.

Another fundamental task in my job is to continuously plan for future. “Planning for new technologies, district and school leaders need to understand the issues” (Solomon & Schrum, 2007, p. 118). I’ve had several opportunities in the past 18 months to walk through my pool area with my superintendent, members of the school board and building architects to discuss how we could further improve the integration of technology software and hardware in the natatorium area. In this arena, I am the expert; I am the one who has done the research about the technology requirements and needs for our building. However, from my experience, I know it is important not only to state my wants and needs, but to educate the people who can make my project into a reality, on the benefits of the desired upgrades to the program itself and to the district as a whole.
 * Lifelong Learning Skills**

I found that most of my experience with new technology and its integrations has been on-the-job training. “We often provide ‘just in case’ training rather than ‘just in time’ training, which provides educators with information they need just as they need it” (Solomon & Schrum, 2007, p. 103). With technology standards becoming an integral part of student’s education, teachers are more enthusiastic than ever to learn new technologies and methods (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.14). The issue as a technology leader is to plan not only for the budgeting for technology training, but for the products and services as well. Our district has consistently been able to support whatever technology programs or products we obtain, as well as plan for future needs. One commonly overlooked component we need to remind ourselves of is that we will lose the respect of our students and staff if our technology is behind the time or doesn’t do what it was touted it could do. Frustration will lead staff and students to shut down and give up on the respective technology if it takes more time than doing it by hand. As a leader, I must make sure that if I am to support the technology, I must be able to use and/or connect the technology to classroom instruction. After my master’s coursework is completed, I plan to learn how to build and maintain a network. I think this knowledge would further my credibility in this field. I am also working on developing a training session about the timing system technology to others in our district.

References

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). //Using technology with classroom instruction that works//. Alexandria, VA: Association for Supervision and Curriculum Development.

Solomon, G., & Schrum, L. (2007). //Web 2.0: new tools, new schools//. Eugene, Or.: International Society for Technology in Education.

Williamson, J. & Redish, T. (2009). //ISTE’s technology facilitation and leadership standards: What every K-12 leader should know and be able to do//.Eugene,OR: International Society for Technology in Education.