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Educational Technology Integration Model

This document outlines a four-phase developmental model for strategically integrating educational technology: 1) Discerning phase involves determining if technology is worthwhile and identifying resources; 2) Structuring phase develops a strategic plan, trains faculty/staff, and purchases hardware/software; 3) Institutionalizing phase determines ongoing leadership and develops assessment plans; 4) Sustaining phase recruits/rewards based on vision, uses assessment for regular strategic plan updates, generates funding, and disseminates insights. Success requires commitment from administration and faculty ownership at each phase.

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Sheryl Ann Tumacder Dionicio
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6 views2 pages

Educational Technology Integration Model

This document outlines a four-phase developmental model for strategically integrating educational technology: 1) Discerning phase involves determining if technology is worthwhile and identifying resources; 2) Structuring phase develops a strategic plan, trains faculty/staff, and purchases hardware/software; 3) Institutionalizing phase determines ongoing leadership and develops assessment plans; 4) Sustaining phase recruits/rewards based on vision, uses assessment for regular strategic plan updates, generates funding, and disseminates insights. Success requires commitment from administration and faculty ownership at each phase.

Uploaded by

Sheryl Ann Tumacder Dionicio
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

1

StrategicActionforIntegratingEducationalTechnology:
AFourPhaseDevelopmentalModel

Assumptions

Theprocesstakeslongerthanfirstimagined.
Successcorrelatestothedegreethereisfacultyownershipandcommitmentfromadministration
ateveryphase.
Institutionswillrecyclethroughearlierphasesasneweventsariseorpersonnelchange.
Anticipatingassessmentstrategiesshouldbeginearlyinordertoprovideneededinsightinto
effectiveness.
Itispossibleforschoolstobeaddressingissuesindifferentphases,butcompletionofallissuesin
eachphaseisessentialifaschoolistosuccessfullysustainitscommitmenttoeducational
technology.

PhaseI:Discerning

Undertheleadershipofthepresidentanddeanschoolsdiscernwiththefacultywhetherusingtechnology
asasignificantresourceforteachingisworthwhile,engagefacultyinconversationsaboutpedagogy
toguidetheuseoftechnology,consultwithotherschoolsontheusesoftechnologyforeducationto
gatherideasaboutwhatthebestpracticesseemtobe,andclarifywhatinhousetalentandresources
areavailabletosupportacommitmenttousinginstructionaltechnologyforteachingandlearning.

TransitionActivities

Establishaleadershipteamtodirectstrategicplanningprocess.
Developaninstitutionalenvironmentthatencouragesrisktaking.

PhaseII:Structuring

Underthecollaborativeleadershipofpresident,dean,andleadershipteam,theschool
developsastrategicinstructionaltechnologyplan(adescriptionofleadershipresponsibilities,
relationshiptoinstitutionalmission,andimplicationsforadministrationandboard,faculty,library,
alums,congregations,andotherkeystakeholders);designstrainingoptionstoequipfaculty,
students,andstaffforsuccessintheiruseoftechnology;utilizestheexpertiseoftechnology
specialiststoassisttheleadershipteamasneeded;andpurchaseshardwareandsoftwaretosupport
thestrategicinstructionaltechnologyplan.

TransitionActivities

Assessimpactoftechnologyplanonbudgetinlightofotherinstitutionalpriorities.
Reviewstrategicplan.
Assessthelevelofintegrationneededofadministrativeandacademiccomputingsystemsto
achieveefficiency,easyaccess,andinternalandexternalnetworking.

2
PhaseIII:Institutionalizing

Undertheleadershipofthepresident,dean,andfaculty,theschooldetermineswhethertheinitial
leadershipteamshouldbecomeapermanentpartofthestructureand,ifnot,fromwherewithinthe
schoolleadershipforeducationaltechnologywillcome;developsandimplementsanassessment
planthatinvolvesallstakeholdersinreviewingtheimpactofeducationaltechnologyinlightof
specificinstitutionalneeds,priorities,goals,andculture;providesdedicatedtimeandspacefor
facultytoreflectonemergingpedagogicalandtheologicalquestionsrelatedtoteachingandlearning
andtheroleofdigitaltechnology;identifieswhatlevelofinstructionaltechnologyexpertiseisneeded
tosupportthefacultyanditswork;andfundstherefreshandupgradecyclerequiredfortechnology
andsoftwaretomeetchangingneedsandtakeadvantagesofnewapplications.

TransitionActivities

Examinehowinstitutionalizinginstructionaltechnologyredefinesroles,structures,andpolicies
intheinstitution.
Cultivateandrewardacultureofcreativityandexperimentation.

PhaseIV:Sustaining

Undertheleadershipofthepresident,dean,andfaculty,theschoolrecruitsandrewardsfacultyandstaff
basedonthegoalsandvisionforinstructionaltechnology,usesregularassessmentdatafrom
stakeholdersinsideandoutsidetheinstitutiontoreviewandupdatethestrategicplanaspartof
annuallongrangeplanning,generatesnewmoneyforfundinginnovationandnewteachingprojects
identifiedbythefaculty,monitorschangesinthefieldinordertomakechoicesthatbuildonefforts
oftheinstitutionandtoimprovetheeffectivenessofplanningaroundeducationaltechnology,and
identifiesandimplementswaystodisseminateinsightsandpracticesfromtheschoolsuseof
instructionaltechnologytoothertheologicalschoolsandseminariesandthewiderchurch.

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