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| Retrieved from https://www.slideshare.net/rharbridge/bridgeway-user-conference-futureproofing-your-share-point-strategy |
To begin the process of planning for technology in a district while keeping the future in mind, Bengfort (2018) suggests "with an overarching vision in place, districts can start the search for the best technology solutions for their needs" (n.p.). "To future-proof, look holistically at costs overtime" notes Bengfort (2018, n.p.). One of the upfront expenditures that "is as robust as the district can afford" is the infrastructure (Bengfort, 2018, n.p.). A good analogy when considering the infrastructure for the school is the thought process behind building a new school. The new structure should be built for growth rather than for current enrollment. The same thought process should happen when determining the infrastructure. The district will want to build one for the future rather than current capabilities. Whitehead et al. (2013) say this "design your technology plan with the idea that it is not for you, but for those who will inherent it after you leave" (p. 201).
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| Retrieved from https://edtechmagazine.com/k12/article/2018/01/schools-invest-infrastructure-their-students-futures |
When developing the technology plan, continuing with the idea of future-proofing it, professional development and data collection must be taken into consideration (Bengfort, 2018). Depending on how these components are addressed will determine the cost that is designated.
The professional development component can be designed several different ways depending on the resources available to the district. For example, some districts have technology coaches within school buildings to support teachers. The budget would need to included the cost of their salaries. Another option is partnering with state initiatives such as Alabama Math, Science & Technology Initiative (AMSTI) or Alabama Technology in Motion (ATIM). These entities are free and the cost entailed would be for substitutes while teachers are out of their classrooms.
When gathering data for the implementation of the technology plan, the focus should be on evaluating the efficacy of technology and the impact technology has on student learning (Bengfort, 2018). The technology plan must include measurable objectives in order to collect data on these two indicators.
"Ultimately, future-proofing is about getting past the 'once and done' mentality" (Bengfort, 2018, n.p.)
"Ultimately, future-proofing is about getting past the 'once and done' mentality" (Bengfort, 2018, n.p.)
Hey Ashley!
ReplyDeleteIt looks like our interests and research led us to similar places! I also wrote about future proofing technology and found the same article by Bengfort during my research. He writes, "The jobs that students are going to apply for when they finish high school or college don’t even exist. They haven’t been imagined yet” (Bengfort, 2018). That really drives the idea that we have to prepare for possibilities and make technology infrastructure adaptable. I like how you mentioned the importance of PD when making these decisions and offered some ways to make that happen.
Reference:
Bengfort, J. (2019, June 5). Schools Invest in Infrastructure for Their Students' Futures. Retrieved April 2, 2020, from https://edtechmagazine.com/k12/article/2018/01/schools-invest-infrastructure-their-students-futures
You mention that when future proofing, student learning should be at the forefront. Whitehead et al. (2013) state that school leaders should "plan for technology infrastructures that align with the needs of student learning rather than just buying technological devices because they are new and create the impression that your school is progressive" (p. 199). I think all of the points you made about PD, budgeting, and data collection are all part of planning with student learning in mind. By planning for the future when designing a technology plan, school leaders are able to plan for student learning of the future as well.
ReplyDeleteReference
Whitehead, B.M., Jensen, D., Boschee, F. (2013). Planning for Technology: A
guide for school administrators, technology coordinators, and curriculum leaders. Thousand Oaks, CA: Corwin.