The technology coordinator position has been around since the 1980s. The number of technology coordinator positions have increased dramatically.

Transcription

1 Kaci Vander Vorst Cliff Notes on the technology coordinator s handbook Introduction The technology coordinator position has been around since the 1980s. The number of technology coordinator positions have increased dramatically. Early technology coordinators were expected to provide technical and instructional assistance to teachers and students, plan for integration and implementation of technology, offer staffdevelopment programs, create budgets, write grants, and maintain the technology equipment. Technology coordinators wear many hats. First they must be able to create a vision for the use of technology in the school or district, in which they develop a technology plan. The vision should include how technology policies are used, the maintaining and monitoring of technology, the promotion and creation of staff development opportunities, and technology support for all end users. The technology coordinators also need to be able to work with a variety of groups of people. They need to be able to develop policies that have short and long term goals. be able to work with student and teachers on using technology effectively, as well as assisting teachers with effectively integrating the technology into their classroom. Be able to guide the budgeting and purchasing of equipment and software, help with data and reporting needs of administrators, as well as plan for and work with diverse network structures. Be educated in the instructional resources available for use in the classroom and share this information with staff. Provide technical support and assistance. Defuse user frustration by providing timely assistance with repairing equipment and handling any other issues. Must do software licensing and installations. They need to create a plan for upgrades and replacement of resources. In charge of preparing, supplying, and managing network operations to insure the district has the necessary infrastructure to achieve the technology plan s goals. Managing network operations, which include managing user accounts, maintain and support the district system, provide Internet access, and train users to use these resources appropriately. Technology coordinators oversee administrative computer operations such as the grading system, human resource information, purchasing, and other management of information. They need to be able to assist and train users in these areas, in addition to the planning and implementation of the resources. Included in this area is the ability to budget and plan.

2 The technology coordinators are the ones that manage the technology plan, and it s their responsibility to budget and plan on how to reach the goals and follow through with the plan. They are also responsible for finding other means of support such as grants. The book is organized to discuss the technology coordinator s issues model. It talks about the following areas: Budgeting and Planning, Teaching and Learning, Desktop support, Network Operations, and administrative planning. The book also has additional resources that can be accessed at the end of each chapter, along with essential questions and answers regarding the chapter material. Chapter 1: District Organization The technology coordinator needs to have a general understanding of the areas and position, not necessarily expertise in every area. There are four broad skill sets for successful technology coordinators: 1) A broad general education and dedication to lifelong learning 2) Knowledge of and support for the educational system 3) Good skills in interpersonal relationships 4) Adequate technical knowledge. The ideal technology coordinator would be one that is a skilled technician as well as experienced educator. They need to be familiar with a wide variety of equipment and software that is used by teachers and students. Experience in the classroom can be useful when understanding the demands on working with students and teachers schedule and learning process. This can help create effective professional development opportunities. Technology coordinators are expected to help troubleshoot and diagnose problems with technology. Direct maintenance might not be required, but being able to locate the problem and assist in resolving issues can be an expectation. Main issues would be identifying basic issues with network connectivity and server capacity in order to support users, have a strong infrastructure, and budget accordingly. With the designing of a strong infrastructure, technology coordinators also must understand how databases such as student records and information, as well as the business operations, is set up and organized. Having a technology coordinator with teaching experience is ideal since one of the roles is to teach others to use technology. They need to be able to put themselves in a teacher s perspective to effectively promote and introduce technology as they will spend a majority of their time doing this.

3 Some other important qualifications that technology coordinators must hold are skills in leadership, organization, and communication, highly analytical and personable, have good writing skills for grants, s, Web pages, and policies, and strong speaking and telephone skills, have technical skills, and be current with new technology trends and developments. Technology plans should be developed, implemented, and updated which are lead by the technology coordinator. The job description can change from a small district/school to a large district/school. Each school or district can have different infrastructures and requirements for their school. In a small school, the technology coordinator is usually expected to fill all the qualifications. In a large school, there might be one or two people that share the work load. The salary will depend on the school district. It could range from $40,000-90,000, depending on the size of the district. The Technology Coordinator Issues Model gives an idea of the areas and issues that technology coordinators might deal with. Budgeting and planning: Technology planning, budgeting, evaluation, grants, and e-rate applications. Teaching and learning: educational software, curriculum integration, instructional technology research, staff development, and web-based resources and instruction. Desktop support: equipment purchasing and allocation, ergonomics and furniture, software licensing, help-desk support, equipment repairs, virus protection, and maintenance and upgrades. Administrative computing: processing grades and student records, human resources, business operations, and document imaging and management. Network operations: network infrastructure, user management, system management, backup procedures, remote management, and intranet management. Chapter 2: Teaching and Learning The technology coordinator can have the greatest impact on student education and motivation through teaching and learning issues. The following areas in teaching and learning are linked together: educational software, curriculum integration, instructional technology research, staff development, and web-based resources and instruction. It is the technology coordinator s responsibility to decide what software is loaded on each school computer. Each computer should include in the least a word processing program,

4 spreadsheet program, a database program, a desktop program, a presentation program, an e- mail client, and a browser program, as most teachers use these specific types of programs across the board, which then helps the students master the programs, and allows a school to minimize costs, provide universal access, and address a wide range of classroom activities and projects when more universal software is chosen. A model of a software kit used by the Heidelberg Model schools. In each of the areas, software was listed that the school used. It gives an idea of what a school might use. Communications Word processing Reference Administrative Tools Microsoft Outlook Microsoft Word World Book 2000 WinSchool Netscape Navigator Student Writing Center SIRS eclass AlphaSmart Keyboards Newsbank AlphaSmart GET Utility Computation Tools Multimedia/Presentation Microsoft Excel The Cruncher PowerPoint Inspiration Laser & color Printers Microsoft Access Project Interactive HyperStudio Digital Cameras scan converters The Graph Club Probeware Kid Works 2 Scanners Projectors There are also many freeware and shareware products that are used in schools that the technology coordinator can add, based on what the stakeholders would like to use. Technology coordinators can do the following steps in deciding software: See that the most efficient and effective software is purchased and used: See that the software is the best price See that the it meets the educational goals for the technology plan Create a software committee that includes a teacher from every grade level. Standard software forms should be used by the teachers that give an overview of software wanting to be purchased. Informal professional development activities is a way for teachers to learn more about the technology resources available to them, get any questions answered, feel at ease yet excited to use technology in their classroom, and provides them time to work with the technology. These opportunities could take place before, during, or after school. These meetings can be over a certain type of technology, software, or skill, or just about misconceptions they have. For teachers to use technology, the coordinators must make sure the classrooms are equipped with the necessary equipment and software as well as it running efficiently to prevent teachers from not wanting to use it.

5 Finding mini-grants can: o Provide funding for special projects that offer training on integration of technology o Can allow a purchase of special software or hardware o Provide training on new techniques and ideas. Technology coordinators also are expected to do thorough research on: o What technology is being used o What new technology has been developed o How technology is being used in the classroom o Teachers skills, knowledge, and ability to use technology o See the impact of technology across the board A successful staff development program: o Helps prepare teachers, which then prepare students, to use technology effectively as a part of the curriculum. o Start with introducing teachers on how to use specific tools. Teachers need to be able to know how to teach their lessons with effective use of the technology. o Decide on what skills the stakeholder need and what goals need to be reach in reference to technology. o Know what skills people already have and what do they already know. Technology coordinators can keep up to date and inform teachers of effective sites that they could use in their instruction by: o Creating a link for education sites that teachers can use on the school web page. o Send out a notification, print or via , to inform teachers and staff. Technology integration can be a three-to five year process that requires risk taking, commitment of both staff and the coordinator, offering technical and instructional support, and ongoing professional development. Chapter 3: Desktop support Desktop Support Issues: o Equipment purchasing and allocation 1. Take in consideration how the technology is going to be used 2. Be able to allocate the school s technology most effectively and equitably 3. Know what all types of end users need for settings on their computers 4. Get a set of pricing and compare. To cut costs consider: o Consider factoring re-furbished equipment. o Consider equipment coming off-lease from another organization. o Consider equipment that has been re-furbished by a commercial

6 o reseller rather than an OEM. o Consider a purchase of surplus equipment from a large organization or government entity. 5. Do accurate inventory and keep technology maintained and up-to-date o Ergonomics and furniture -Consider how high to place equipment, lighting, heating and/or cooling areas, and the overall working environment. -Promote good posture and avoid any problems associated with long term office work. o Software licensing Look at options for buying pre-installed software, or if it s better to buy it separately (check capital outlay specifications, time saved on installation, ) Look at licensing form different companies, such as the cost of how much it is per machine Keep record of the installations and inventory on the licensing o Help-desk support Can be an effective and efficient way to handle and diagnosing problems Can be made by the technical staff or a group of students that are a technical support group Help diagnose problem via phone Have system on how people can access assistance with sufficient and timely feedback Include teachers or students to help with troubleshooting issues Set up programs where students can help with assistance Assistance through Internet o Equipment repairs Have a system set up for repairs so they can be recorded and returned to the user in a timely manner Have filing system to keep track of repairs Have priority levels o Virus protection Make sure that the protection is installed, configured, and updated regularly Network servers also must have virus protection software Purchase necessary licensing for virus protection Teach proper use of machines and preventable usage Encourage back up procedure Prevent spyware and adware o Maintenance and upgrades.

7 Technology coordinators also have a timely manner of keeping current with maintenance of equipment. This can prevent future problems from happening. Such maintenance can include updating virus protection files, cleaning and repairing peripherals such as mice and printers, and periodic maintenance of hard disks to ensure maximum performance. Extended warranties also can be considered an effective more to keep equipment supported and covered. It s also important to have a long-term upgrade plan. This can include upgrading certain parts such as CPUs or memory, or a whole machine in itself. Overall it s important to have an effective plan set up for maintenance to ensure the maximum performance of all the equipment. Chapter 4: Network Operations A computer network ties together the many classrooms, offices, and resources that exist in a school or district. The network supports communications, access to database files, security, access to shared resources such as printers and network-based programs, as well as being able to use the resources found on the World Wide Web. A network also allows a technology coordinator to manage the usage of resources as well as monitor it. A network also has the advantage of creating share files that can be used between teachers and students. Anyone can access these files. This share file or folder can be used for a class, organization, or for the school. It is automatically backed up can be accessed and worked on in any location. Good network management plans and procedures should be a top priority to technology coordinators. The Internet offers a wide variety of connections to resources and is a huge factor in teacher technology literacy. The National Technology Plan played a huge role in creating the infrastructure of networking schools. It gave schools Internet access and started the ways information and technology could change teaching and learning. The No Child Left Behind Act has implemented educational technology policies, hopefully pushing to a strategy supporting the effective use of technology to improve student academic achievement and teach students 21 st century skills. The following are some issues that can be dealt with in the areas of network operations: user management, network infrastructure, intranet management, system maintenance, backup, and remote management. The design and durability of a network s infrastructure is the key to having a strong network. The wiring, patch panels, file servers, hubs, routers, print servers, high-speed communication lines, wireless devices, and other parts of the network system must all work together to provide efficient service. Though a technology coordinator might not have the highly specialized training in the area of network infrastructure or the advanced technical skills and knowledge, it is his or her responsibility to be willing to learn about the area so help develop an effective network infrastructure. The technology coordinator should work with the technology staff, administrators, and the education board, as well as outside venders and consultants, in creating a network plan specialized to support the needs to the school district. It s also important to secure assistance for network equipment. It might be a huge demand for one person to handle all of the network responsibilities. It is very tough for one person to oversee the whole area of

8 technology. It is important to give the technology coordinator the assistance and time they need. There is a variety of service and support contracts are available from vendors. Most schools are allowed to install local area network (LAN) capabilities. If technology coordinators are required to design, install, and configure networks for the district, they can face a variety of issues. Each school network is different, so it s important to consider what needs exist. First thing to decide is what type of network should be installed. If the wiring will be hardwire, then servers, routers, and switches will be installed along with any other network equipment needs to be installed. If the network is going to be wireless, there are a minimum of wired connections that will be needed to install along with wireless access points. In ways a wireless network could be cheaper for a school, depending on how the set up of the school is. A wireless network often times can be faster and more reliable also. Most technology coordinators will depend on more experienced technical experts to help them decide on what type of network a school or district should install. Most will hire contractors to do the actual installation and design. A coordinator will also need to choose how the LAN will be connected to a larger network such as the district wide area network or the Internet. The following are ways that LAN can connect to the larger network: 1) ISDN connection: a telecommunication standard that is a digital transmission technology. It supports video, voice, and data-communications applications over regular telephone lines. Speeds are capable of 57.6K to 128K. 2) T1 connection: a digital data connection that can pass data from speeds of megabits per second. 3) T3 connection: a digital data connection often used to link large computer networks and can pass data at a speed of 44 megabits per second. 4) Broadband cable connection: This connection is provided by a cable company and can reach speeds up to 10 megabits per second. 5) Fiber-optic connection: a connection through a thin strand of glass that carries light transmissions that is used for high-speed voice or data transmission. It can support 30,000 times the traffic that can be carried through copper wire. Several things need to be considered when deciding what type of connection to use. Such items include the number of potential connections, types of services that will be delivered over the network, budget, and what types of connections are actually available. Technology coordinators can consult with a variety of people, such as administrators, vendors, consultants, and other stakeholders to help make the best decision. Effective management of user accounts is vital to the continued use of technology by end users. It s important to manage their accounts so that they can effectively and easily access what they need to access, such as , web sites, printers, or programs. Problems with user accounts can turn away users desire to implement the technology. The technology coordinator s responsibility is to have a system on how to fix user s accounts when problems arrive. If they are not specifically responsible for the issue, they need to have a system to get it fixed. They need to be able to get questions answered and problems resolved. New accounts and problems with passwords and logins are part of a daily routine. New user accounts can be

9 handled prior to school starting as long as technology coordinators stay proactive and work with the administration and business office. Password issues can be resolved quickly by simply resetting them. It is good to have a standard introduction class for any new users coming into the school system. It can give user an understanding of how to connect to the network and how it is set up. It also gives them a chance to see what programs and resources are available and review the Acceptable Use Policy. Acceptable Use Policies (AUP) are documents that outline the district s intended uses of the network and Internet. They set guidelines for uses to follow. The technology coordinator is usually the one responsible with creating, implementing, and communicating this policy to the staff and students. The AUP also should be included in the student handbooks to ensure that all students and family are aware of the document. Some schools require both the student and parent to sign the AUP. The AUP is basically used set guidelines and disciplinary measures for those who violate those guidelines. The book gives a few examples of some Acceptable Use Policies. The system is an important communication system within the school or district. It is a tool that is used to communicate to staff members, parents, and the community. A training program that deals with how the system works can help is crucial to users. It can inform users of all the capabilities the system can do, other than sending and receiving mail. It also can allow messages to be sent to groups. Editing of new users/old users, as well as these users being included in certain groups, needs to be managed by technology coordinators. They should update the district s address book on a regular basis to ensure accuracy and limit user frustration. When selecting systems, it s important to consider the pros and cons. There are two types of systems: a web-based system or an system that requires a local client. Client based systems, such as Outlook or Eudora, are installed on a computer through a program to communicate with the mail server to send and receive messages. Advantages of a client-based system are: 1) users have the ability to use as attachments a wide variety of file types 2) users have a wider variety of features 3) users are able to store messages in folders on a local PC as well as in folders on the mail server. Disadvantages of a client-based system are: 1) users will normally have to be working on their own PCs in order to check their mail 2) a client-based program will have to be configured before it will work with an user s account 3) they are vulnerable to viruses. Web-based systems, such as Yahoo or Hotmail, do not require a special client to be installed. Instead they can be directly accessed through a Web-browser. Advantages of a web-based client are: 1) no need to do special configuration 2) mail accounts can be accessed from any computer connected to the Internet 3) they can often scan and filter messages for viruses. Disadvantages of web-based systems are: 1) they sometime operate more slowly 2) file size for attachments is often limited 3) they sometimes do not include as many features as client-based systems 4) files can only be stored in remote folders.

10 Certain protocols used in the operation of systems also need to be understood by technology coordinators. There are three different protocols to be understood: Simple Mail Transfer Protocol (SMTP), Post Office Protocol (POP), and Internet Message Access Protocol (IMAP). SMTP is used to transfer messages from one server to another over the Internet. POP and IMAP deal more with how the message is retrieved from a mail server. When using a POPbased system, messages are moved from the mail server to the local machine when the client makes a connection. Once messages have been retrieved by the local machine, they are removed from the server which makes the messages not able to be accessed from a different computer, only the computer that the message was accessed on. With an IMAP connection, messages are downloaded to the local computer, but a copy remains on the server so it can be accessed a later time by a different computer. The technology coordinators responsibility is to have a basic understanding of these protocols, not be experts. More than likely technology coordinators will play an important part of choosing what type of system to use. Continuous system management needs to be made such as limits on storage space and having users clean out their mailboxes. Also creating appropriate policies such as no solicitation, lobbying, or political use purposes can help manage the system easier. It s important for a tech coordinator to have an appropriate and effective backup system to ensure the network stability and integrity. There must be a comprehensive daily plan set up that will back up files. It should also include disaster-recovery procedures to protect the files in case a system is attacked or has a critical failure. Typically files are copied to a tape during hours where minimal use of the system is taking place. It s important to store these tapes daily and put them in a location in an off-site in case of fire or flood. It s important to encourage users to save to the file server copies of important data so that they can be backed up. It s important to stress to users that save files on the local desktop to back up their files. Remote management of servers can be very helpful in managing the integrity of the network and keeping the servers up and running. Remote management software tools allow technology coordinators to control and service servers that might be in multiple locations to see the operating condition at a central location. When there is a problem with servers, switches, or routers, a tech coordinator can connect with the equipment at a remote site to try and resolve the problem. The following are what tech coordinators can be able to do with this remote management software: Connect to the server console to complete diagnostics and access control software Recover and reinstall operating system software, applications, or user data Troubleshoot hardware problems Update drivers Install patches Manage rights, groups, and user accounts

11 Remote Management software tools can be beneficial because technical staff do not have to visit a specific site to resolve the network problems. It also allows one to view the performance of the network to prevent any failures from happening. Many schools or districts develop intranets or web sites that increase communication between others. Web sites contain public information, while intranets are restricted to internal use by an organization. An intranet is a good way for staff and administrators to communicate. Some examples for having intranets would be to publish regulations, emergency procedures, human resource materials, and other more restricted information. Publishing these forms on the intranet can save money in printing and allows information to be updated regularly. The technology coordinator is usually the one who helps plan, establish, develop, and manage the web sites and intranets. By having the technology coordinator regularly update the intranets, it can ensure the district employees that information is up-to-date and readily available for use. Chapter 5: Administrative Computing Administrative computing refers to using technology in the business aspect of school. This could include managing and creating student records, creating course schedules, enrolling students in courses, and managing personnel and business records. A technology coordinator can play a big role in this area. Some issues that could be dealt with are the following: data processing of grades and student records, human resources, business operations, and document imaging and management. A technology coordinator could be responsible for developing solutions, consult with vendors about products that could be used on the business side of education, and conduct professional development opportunities for business personnel. It is important for the technology coordinator to work with administrators on creating a system to record grades as well as students and teachers records. It s the tech coordinators responsibility to work with administration to manage, process, and update records on a regular basis. Most school districts have a centralized system that stores student and employee records. The advantage to this is that all records are kept in one location. If an update is made, all users can view the update immediately. Student information systems often include an option to store grades for transcripts and student records. Computerized grading programs are most common now and can give more accurate and current grade information. There have been a variety of student-information systems available by vendors. When considering a student-information system, it s important to consider the following features: 1) The ability to store individual student records 2) Ability to create a master schedule of classes and sections 3) The capability to individually scheduling students into particular classes 4) The ability to develop grading, progress, and transcript reports 5) Has the capability to record daily class attendance 6) Has a variety of report options, such as those that could be helpful with No Child Left Behind. Some add-on components that some vendors include are: ability to post assignment information and grades for parents and students to access privately, special education record keeping and IEP tracking, fee management, textbook rental, and inventory tracking. Tech coordinators need to work with

12 administrators to choose the appropriate student-information system and make sure the system is compatible with the current network and information. Also technology coordinators need to consider the security of records, especially when parents and students are allowed to access records on a private web site. Appropriate permission needs to be given by parents if any student record or information is being posted on the Internet. Information-management systems used for student records can also be used for employee records as well. Technology coordinators can work with administrator to choose appropriate software and hardware for human resources and can provide appropriate training and support. When looking for a new information-management system, some helpful steps can be taken. First review current procedures and system, then set goals for what the new system should accomplish. Afterwards gather information about what vendors offer for an informationmanagement system. Then technology coordinators should work with administrators to work on a request for proposals for vendors. The committee then reviews the proposals from the vendors and chooses the vendor that offers the most appropriate system and then develops a plan for installing and rolling out the system. Afterwards, there was be careful implementation of the system that includes training and solving any start-up problems. Lastly there should be ongoing evaluation to see the how well the new system is working and if goals are able to be accomplished. Another important part of the school or district s operation is the purchasing operations. The business office usually must generate purchase orders as well as track and file these orders, acknowledge the receipt of merchandise, manage inventory of district assets, and arrange for payment of accounts. As most business managers handle these daily tasks, it s the technology coordinator s responsibility to make sure the appropriate support is offered as well as their input is given when considering an appropriate system to manage this information. Most of these tasks can be included in the student information-management system, but yet some schools choose to have a different system. The tech coordinator mainly just needs to make sure the appropriate technology resources are available such as connectivity, updated resources and hardware, and training for users in key programs. The technology coordinator can help make document imaging and management effective by planning and implementing an appropriate system. The document imaging process includes the elements of selecting and organizing paper documents, scanning, document image creation, data storage for frequent retrieval and use, indexing (creating a system of document filing), and user access. Two most important issues to consider when choosing a documentmanagement system are storage and retrieval. Creating a well-planned needs analysis can help choose the best scanner. Document-management software can have different ways to access information easily. It s important to consider the features that software provides for accessing archived information as well as how it organizes and indexes the documents. Costs can be an issue with some school districts when trying to decide on a documentmanagement system. Outsourcing may be a possible solution, which can provide electronic storage and access to information and documents. In any way, the technology coordinator can

13 provide leadership, support, and guidance that will help ensure the success of the organization and maximize the return on investment in technology in reference to the school s business operation. Chapter 6: Budgeting and Planning One of the most important and challenging roles a technology coordinator deals with is budgeting and planning. Some budgeting and planning issues that technology coordinators deal with are the following: e-rate applications, grants, evaluation, budgeting, and technology planning. The technology coordinator can fulfill this role by putting in place a vision for the technology use in the school district. Most school districts are now required to propose a well-established technology plan to the state. This plan can be tied to e-rate funding and most often must be approved by the state or an organization. There are 10 essential elements that should be included in the plan: a vision, involvement of stakeholders, gather data, review the research, integrate technology in the curriculum, commitment to professional development, ensure a sound infrastructure, allocate appropriate funding and budget, plan for ongoing assessment and monitoring, and prepare for the future. There are many resources on the internet that provide samples of technology plans, assessments that can be taken to see if technology is be integrated effectively, provide support and guidance in creating plans as well as integration of technology. The technology coordinator should work with a committee of stakeholders to help create a vision for the technology program for the next three to five years. Providing data to this committee can help identify where the school is at in reference to the use of technology. Data can include the list of inventory of hardware and software used in the classroom, site visits so the committee can see how the technology is being used, and a survey taken of the stakeholders and their usage of the technology. The technology coordinator should provide current research on technology the usage to help promote student learning. This research can help guide the committee on what new techniques and strategies are being used to enhance student learning. It is important for the committee as well as the technology coordinator to allocate time for professional development. This is a key component that tends to be missing or not given enough attention to. The technology plan also should address the technical support and infrastructure needs. It is the tech coordinator s responsibility to identify these needs and draw up a budget in order to meet these needs. The last key component of the plan is evaluation. The technology coordinator is more than likely responsible to administer surveys to stakeholders, implement learning outcomes, and implement evaluation rubrics for the school district. The results should be compiles and the tech coordinator also should read about current and new products that can be used to help meet learning outcomes. By working with the board of education and the administration, the technology coordinator can develop adequate funding to help sustain the needs of the technology plan. A good way to allocate money in a budget for technology is to come up with a formula. The book provides a sample formula for the allocation of funds for technology: 35% hardware, 15% software, 10%

14 contracts and services, 20% professional development, 10% support and maintenance, and 10% upgrades and other needs. The first step in creating a solid budget is collecting data and a needs assessment. This means looking at the current technology plan and where the school district is at in meeting the outcomes, as well as talking to stakeholders and identifying their needs and wants. Once the data and needs assessment have been collected, then the preliminary budget can begin. There should be two areas of the budget: an operations budget and the capital improvements budget. This first is the ongoing costs of current technology, such as contracts, supports and licensing, as well as support for professional development. The second is for new technology purchases, such as hardware. It also deals with upgrades on software and workstations. There will be fixed costs that automatically have to be put in the budget. These should be established right away. These are things such as salaries, internet services, and support contracts. Another portion will be parts and equipment replacement, as well as upgrades. The last part of the budget will be the new technology that will be purchased. After the first draft has been given to the administration, a process of give and take will take place and eventually a final draft of the budget will be determined. The technology coordinator must begin the process of evaluation of the technology program to see if the investment has had an impact on learning outcomes. It s important to see that the investment is paying off. There are many resources available for technology coordinators on the Internet. Data can be collected through a variety of means, such as interviews, surveys, focus groups, and checklists. Once the data has been collected, it needs to be analyzed to help make long-range goals and decisions about the future of technology. Assessment must be ongoing. The results should be shared with a variety of stakeholders-administration, the board, and community. The results can help the district determine where the technology program is heading and if adjustments need to be made. Grants can really help improve the technology program, and technology coordinators can spend a lot of time filling out applications. The budget should not plan on grants, but should view them as additional opportunities for funding projects and enhancing professional development opportunities. There are two types of school grants: entitlement grants and competitive grants. Entitlement grants are funds allocated to a school due to a formula. Such examples would be Title I or Eisenhower funds. There purpose is to distribute funds equally among schools usually using a student count or other data. The state usually decides these grants again based on data. Competitive grants are where schools compete for the funds based on specific criteria. Not all these grants are funded by federal or state agencies. Whether it s either of the two types of grants, most grants consist on the basic components: an executive summary, a statement of needs, the project s goals and objectives, a project narrative, and a budget for the project. Developing grant applications is time-consuming for the technology coordinator. The first step should be developing a concept that meets the grant s criteria. Collect data to support this need. Next write a brief summary of the grant proposal that gives understanding of the proposal. Continuing on, add the detailed statement of the need, which includes facts and figures that support it. After that, the project description will be included.

15 This section should include objectives, methods, staffing/administration, and evaluation. Last, a budget should be included for the project on how the money will be spent. One way a technology coordinator can help close funding gaps is by participating in the E-rate program. It is a program that can improve a district s telephone and Internet connectivity, purchase computers and software, and provide additional training for teachers and staff. The program can offer 20%-90% discounts on telecommunications. All schools can participate by developing a technology plan, determine what services they currently use, solicit bids for services, and award contracts based on bids. The tech coordinator must file Form 470 dealing with the school overview. Next the tech coordinator must file Form 471 which deals with the actual costs of the services. All schools that apply within the deadline qualify for discounts on telecommunication services. It is up to the school on how they want to accept the funds and discounts.