The Technology Planning Process and the School Library

Media Specialist

by

Steven M. Baule

Northern Illinois University

Who to Include in the Technology Planning Process

• Administrators• SLMSs and other specialists• Classroom teachers

Technology and Education • 96% of schools have computers• 68% of all college educated workers use computers• 46% of the entire work force use computers• The ISBE is evaluating technology plans for grant

eligibility• Goals 2000 legislation is asking for state technology

plans• ILA has created a technology task force Technology

and Libraries• The American Library Association is concerned that

the ability of librarians to serve their patrons effectively due to under-utilization of technology

Reasons to Use Instructional Technology

• Graduates must be proficient in using technology

• Opportunities for meaningful work• Comfort level with tools of the

Information Age• Increase school productivity and

efficiency

Problem Statement

• Schools are uncertain how to plan and implement instructional technologies

Purpose of the Study

• The purpose of this study was to draw conclusions as to prevailing best practices for technology planning in schools.

Research Questions

• What were the common components of technology plans?

• Who was included in the technology planning process?

• What was the role of the school library media specialist in developing and implementing a technology plan?

Review of the Literature

• Little had been published in this area• No hard research has been published• Most of the literature base is

philosophical in nature

Technology Plan Components in the Literature

• Staff Development• On-going Revision • Vision and goals• Other points • Who to Include in the Literature

– All stakeholders– Administrators– Classroom teachers

Role of the SLMS in the Literature

• SLMS literature stated need for technology involvement

• Other literature was nearly silent

Composition of the Sample

• Lighthouse Technology Grant recipients• Six additional school districts• ISLMANET group as a baseline• 2.2% of Illinois School Districts• 1% of Illinois SLMSs

Data Collection

• Collected 16 Technology Plans • Analysis based on criteria from the literature• Noted similarities and differences• Interviewed participants• Administrative interviews• SLMS interviews• ISLMANET Questionnaire

Components of a Technology Plan

• Staff development• On-going revision• Specific goals and objectives• Access to technology• Support services for technology

Role of the SLMS

• Develop a high quality SLM program• Participate within the technology

planning process

Conclusions

• Access was important to the development of technology

• A staff development plan must be included

• On-going revision was important• Make-up of the planning team• Role of the SLMS was to develop a high

quality SLM program

Recommendations for Educators

• Access to technology needs to be a key issue• Staff development is important• Choose an administrator to lead the planning

team• Solicit input from as wide a base as possible• Revise the plan on a regular basis• Develop a high quality SLM program

Recommendations for Researchers

• Determine necessary levels of access• Components of a technology support

structure• Replicate the study • Classroom teacher viewpoint• Experimental study• Further study of the SLMS