Technology Planning Rubrics

This is a strategic plan that explains how the local school or workplace will go about achieving strategic goals by using technology to provide instruction, collect data, and evaluate results in order to determine the extent to which standards have been met. The plan includes a work schedule, hardware and software configuration, a proposed budget, and a budget explanation. Each branch of the program has a rubric:

AECT-SMETS for Educational Technologists
ISTE-TF for Technology Facilitators

Technology Planning

As part of their internship, EDTC candidates create a detailed plan for carrying out an actual technology facilitation project in a school or workplace setting appropriate to the candidate's career goals. In the technology plan, the candidate must analyze the logistical, pedagogical, and political issues related to putting the project into practice. The plan can be to implement the candidate's curriculum project or instructional design, or the plan can cover a different topic involving technology integration. Scheduling, budgetary, and staffing implications must be clearly articulated, and the candidate must present a realistic schedule for implementing the project in the local setting. The candidate submits the implementation plan in the form of a narrative that can include charts and diagrams created with project management tools.

When evaluating the technology plan, EDTC faculty use the ISTE rubric for candidates who are teachers working toward the ISTE-TF endorsement. For all other candidates, faculty use the AECT rubric. The tables below present the Technology Planning rubrics.

Note: If the proposed field experience is not already covered by an approved Application for Educational Technology Internship or Practicum form, the student must complete this form in order to gain EDTC approval for carrying out this activity.

AECT Rubric for the School or Workplace Technology Plan
Required elements: □ Evidence that stakeholders will actually implement the plan. □ Project management mechanisms for keeping the project on schedule and within budget. □ Dissemination strategies for achieving more widespread adoption. □ Contingency plans for encountering obstacles documented in the scholarly literature.
Candidate's Name:			Date:
INDICATORS	Developing	Meets		Exceeds
AECT 1.1.4 The plan uses the instructional innovation in real (not simulated) settings and leads to routine use of the materials in the structure and culture of an organization.	The stakeholders have not been identified or there is no evidence they are committed to carrying out this project in an authentic school or workplace setting.	The plan identifies the stakeholders who are committed to carrying out this project in an authentic school or workplace setting.		There is evidence that the stakeholders have committed to play a key role in promoting or even requiring the use of the innovation in an authentic school or workplace setting.
(circle rating)	0	1		2
AECT 3.2 The plan defines the scope of communities or groups to whom the materials may appropriately be diffused and includes communication strategies for gaining more widespread adoption among these groups.	Targeted audiences are discussed but the dissemination strategies are unrealistic or inappropriate for the identified groups.	The plan includes realistic strategies for disseminating the innovation to clearly delineated communities or groups that can be expected to try the innovation once reached by the communication methods proposed.		Lessons learned from dissemination projects documented in the scholarly literature inform the design of a realistic plan for achieving more widespread adoption by the targeted groups.
(circle rating)	0	1		2
AECT 4.1, 4.2, 4.3 Project management includes mechanisms for planning, monitoring and controlling the development, deployment and distribution of the instructional materials.	Project management methodologies are vague or it is unclear how proposed project management tools will work together in order to help keep the project on time and within budget.	The plan identifies a suite of project management tools and explains how the implementation team will use these tools to keep the project on schedule, control costs, monitor the results, and communicate with each other in accomplishing the project's goals.		The plan calls for managers to use follow-through tools to obtain feedback from developers and implementers in order to identify emerging problems and solve them before they cause negative impacts on the project's budget, schedule, or effectiveness.
(circle rating)	0	1		2
AECT 5.1 Implementation plans take into account challenges and limitations identified in the scholarly literature	Obstacles are not identified or unsupported by relevant citations in the scholarly literature.	The plan identifies implementation obstacles, predicts when they will occur, and prepares coping strategies based on findings documented in the scholarly literature.		The plan hypotheses new ways of overcoming obstacles identified in the scholarly literature and prepares to test these hypotheses if the obstacles are encountered.
(circle rating)	0	1		2

ISTE Rubric for the School Technology Plan
Required elements: □ Multiple evaluation strategies. □ Multi-year timeline. □ Shared vision for technology integration.
Candidate's Name:			Date:
INDICATORS	Developing	Meets		Exceeds
ISTE-TF-IV Apply technology to facilitate a variety of effective assessment and evaluation strategies.	Assessment strategies rely on a narrow or inappropriate range of methods, the assessment is not based on standards, or the link to goals and objectives is not apparent.	The assessment plan is based on relevant standards, specifies an appropriate suite of quantitative and qualitative instrumentation, and predicts actions that will be taken in the event of success or failure.		The assessment plan is based on relevant standards, specifies an appropriate suite of quantitative and qualitative instrumentation, and considers the relationship and relevance of locally planned assessments to the district, state, and national educational technology plans.
(circle rating)	0	1		2
ISTE-TF-VII Promote the development and implementation of technology infrastructure, procedures, policies, plans, and budgets for P-12 schools.	The plan may cover more than one year, but there is little or no provision for ongoing planning and support, or the budget explanation is vague and unconvincing.	The plan includes a detailed budget explanation, considers current funding sources, recommends how to find additional monies that may be needed to accomplish program goals, and has a detailed timeline that covers at least three years.		The plan includes a detailed budget explanation, considers current funding sources, has a detailed timeline, and includes R&D experiments or monitors the results of regional or national pilots which, if successful, promise to reduce costs, improve results, or achieve milestones ahead of schedule.
(circle rating)	0	1		2
ISTE-TF-VIII Contribute to the shared vision for campus integration of technology and foster an environment and culture conducive to the realization of the vision.	Little or no educational research is cited to situate the school's technology integration plan in the context of state or national efforts to make appropriate use of technology to improve teaching and learning.	Cites relevant research findings documented in the scholarly literature indicating how the proposed plan helps achieve applicable state or national technology integration standards.		Reflects on relevant research findings and identifies ways in which the local school can contribute lessons it learns to the national dialog about strategies for achieving appropriate uses of technology in education.
(circle rating)	0	1		2