Effective Technology Integration in School Facilities

 Authored by

Credence Baker, Ph.D.,

Julie A. Miller, M.Ed.,

Denae Dorris, Ed.D., &

Holley Collier, M.Ed.

in association with the

American Clearinghouse on Educational Facilities

acefacilitlies.org

       

Introduction
Technology has dramatically changed how people work, learn, purchase, communicate, and
spend leisure time. The U.S. Census Bureau (2014) identified the growth of computer and
internet trends. The statistics indicated 78.9% of households have a home computer, 74.8% of
households have Internet access, and 45.3 % of individuals 25 and older use smart phones. In
response to the changes in life due to technology, schools are making substantial investments
in technology and technology infrastructure. In fact, educational technology has grown into a $7
billion market (digedu, 2014). The investment in school facilities is expected to allow
administrators, teachers, and students seamless access to technology tools during the school
day. With access, learning environments are changing dramatically.  
School officials are charged with the responsibility of providing comprehensive technology
infrastructure promoting effective technology integration to impact learning environments. In
order to accomplish this, school officials along with an empowered leadership team can develop
a shared vision for technology integration. With a clear vision, empowered leadership teams can
develop and implement an effective technology plan for schools. Campus technology plans,
when assessed and evaluated regularly, offer administrators, teachers, and students ubiquitous
access to technology. This may, inturn, transform learning environments and impact student
outcomes.

The purpose of this interactive lesson is to define technology, technology infrastructure, and
technology integration. Technology integration barriers, resulting from technology infrastructure,
will be identified, and facility essential conditions which facilitate seamless access to technology
will be recognized.

Lesson Objectives:
After reviewing this interactive lesson, the viewer will:

1) Understand the role of technology integration in school facilities.

2) Identify barriers to technology integration.  

3) Identify comprehensive school facility infrastructure.

4) Identify and describe essential conditions for successful technology integration as it relates to
school facilities.

5) Envision a technology plan for developing, providing, and supporting up-to-date technology
infrastructure to facilitate technology integration in school facilities.

Technology & Technology Integration's Role in School

Facilities
Understanding the relationships between technology, technology integration, and school
facilities may assist in developing a technology plan for a school. "Technology pertains to the
full range of computer and computer-related equipment and associated operating systems,
networking, and tool software that provide the infrastructure over which instructional and school
management applications of various kinds operate" (NCES, 2003). In this interactive lesson, the
term computer-related equipment includes hardware and software."Technology integration is
the incorporation of technology resources and technology-based practices into daily routines,
work, and management of schools" (NCES, 2003). Technology resources consist of school
facility infrastructure, computers, software, network-based communication systems. To test your
knowledge about technology resources, try to identify and determine which category each
technology resource belong in the sorting activity below.
   

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Technology-based practices are demonstrated behaviors of students, teachers, staff, and

administrators. Integrating technology, by definition, is what occurs AFTER infrastructure,
hardware, and software are available. The use of technology may result from the quality of
infrastructure. Technology based practices include communication, collaborative work, Internet-
based research, data retrieval, network-based transmission, and remote access to
instrumentation. To achieve successful and effective technology integration, technology use
must be seamless and routine. Technology integration is a continual process allowing for
change. As stakeholders embrace technology integration, it may become an integral part of the
school culture.

The following Edutopia video provides context for the terms technology integration, technology
resources, and technology-based practices in learning environments. As demonstrated in this
video, technology-rich learning environments may provide rich educational experiences for
students and teachers. While watching the video, pay attention to the technology infrastructure
used at the highlighted schools.

Video Courtesy of Edutopia

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The Department of Education, Office of Educational Technology (OET), published the National
Education Technology Plan 2010, Transforming American Education: Learning Powered by
Technology. Recognizing technology permeates all aspects of daily life, technology-rich learning
environments may impact student outcomes. The Department of Education offered five goals,
which concentrate on learning, assessment, teaching, infrastructure, and productivity.

The suggested Department of Education model for learning powered by technology includes:

1. Engaging and empowering learning experiences for all learners

2. New and better ways to measure and diagnose success
3. Using technology to build collaborative educator capacity
 4. Providing comprehensive infrastructure for learning
5. Applying technology to implement personalized learning

While these suggested goals encourage technology integration, providing comprehensive

infrastructure in school facilities is foundational to achieving the other goals. To leverage
effective technology integration in school facilities, a well developed and executed technology
infrastructure plan is necessary. Seamless, effective, and successful technology integration may
not be achieved without comprehensive technology infrastructure.

Technology Infrastructure in School Facilities

Classroom with interactive whiteboard and access to internet for student instruction.

Technology infrastructure in school facilities ranges from general infrastructure to advanced

data systems. These technical systems, directly and indirectly, support the educational process
which includes telephones, cable television, computers, security systems, fire alarms, and
intercom networks. When school personnel have access to reliable, up-to-date technology
infrastructure managing information, securing data, facilitating communication, and enhancing
teaching and learning can occur seamlessly. A teacher's ability to leverage technology in
educational curriculum may expand with access to a school local-area-network (LAN) through a
district-wide wide-area-network (WAN). When school officials have access to emerging
technology through comprehensive technology infrastructure, the educational process is
enhanced. The following activity presents questions that may be used to assess the status of
technology accessible to school personnel. The answers may identify the amount of technology
infrastructure available in a learning environment, and allow school officials to begin addressing
issues with technical systems.

 Assess Status of Technology

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Since technology infrastructure may enhance educational processes, The National Education
Technology Plan (OET, 2010) encouraged students and educators to have access to
comprehensive infrastructure for learning when and where it is needed. To accomplish this goal,
the Department of Education offered schools 6 action plans for success.

1. Ensure all students and educators broadband access and adequate wireless
connectivity in and out of school. To determine nation-wide broadband goals, see Table
1.
2. Ensure all students and educators have at least one Internet access devise and
appropriate software along with resources for research, communication, multimedia
content creation, and collaboration for use in and out of school.
3. Support the development and use of open educational resources to promote innovative
and creative opportunities for all learners, accelerate the development and adoption of
new open technology-based learning tools and courses.
4. Build state and local education agency capacity for evolving an infrastructure for
learning.
5. Develop, and use, interoperability standards for content and student-learning data to
enable collecting and sharing resources and collecting, sharing, and analyzing data for
improved decision making at all levels of the education system.
6. Develop, and use, interoperability standards for financial data to enable data-driven
decision-making, productivity advances, and continuous improvement at all levels of the
education system.

When beginning to determine basic and advanced school facility infrastructure, school officials
should, first, assess the needs of students and teachers. School officials along with a diverse
team of leaders can develop a short-term and long-term technology plan. This plan establishes
the predicted, and actual, use of technology along with necessary equipment and maintenance.
To make informed decisions, school leaders may look to technology personnel for insight.
Informed decisions should include knowledge of emerging digital devices and software.  

When planning for technology infrastructure, determining critical resiliency and redundancy are
extremely important as they are designed to be resistant to failure. An uninterrupted power
supply (UPS) is crucial when a back-up power supply is needed. UPS are also resistant to
power fluctuations. When two UPS are installed, if one fails the other provides complete
redundancy. For example, if one UPS fails, the systems will automatically revert to the next
UPS. This would allow the network to continue uninterrupted and online access to continue
(Sitton & Chojnowski, 2014).

In addition to determining stakeholder technology needs, administrators must have a clear, and
accurate, understanding of future school facilities plans. Will the technology infrastructure be
available to stakeholders in an existing school facility, or will new facilities be provided? When
determining technology infrastructure needs for new construction or existing facilities, there are
different approaches to planning. The following information identifies approaches to planning for
new and existing facilities.

New Construction

 Gather expert guidance from architects, designers, and technology personnel

 Utilize predictive planning meaures

Existing Facility

 Assess current infrastructure

 Assess the age and condition for impact on planning, costs, and expenditures

To ensure administrator, teacher, and student access to emerging technologies in existing

facilities, school officials may retrofit offices, classrooms, laboratories, and media centers with
specialized equipment to seamlessly support educational activities. To accomplish this, basic
technology infrastructure must be understood, planned, and current. When it is necessary to
retrofit technology infrastructure into school facilities, facility infrastructure experts may need to
be utilized.

The following video was developed and produced by the San Diego Unified School District. This
video provides an effective example of renovating, restoring, and retrofitting existing school
facilities with 21st century technology infrastructure.

Video Courtesy of San Diego Unified School District

Barriers to Technology Integration in

School Facilities
Insight into technology integration barriers including lack of teacher training, lack of teacher
support, and loss of student instructional time have been identified (digedu, 2014). With regards
to technology infrastructure and equipment, teachers reported lack of hardware, bandwidth
issues, and limited student access to home Internet as barriers to technology access.

Hardware present in classroom to provide student and teacher access to the Internet.

Considering the types of barriers teachers identify, Ertmer (1999) established two major
categories for barriers to technology integration including first- and second- order barriers. First-
order barriers refer to external obstacles to teachers, which consist of lack of resources,
institution, subject culture, and assessment. Lack of resources include access to technology
funding, equipment including hardware and software, and technology support. Institutional
barriers include comprehensive infrastructure for all school facilities and for all classrooms.
Second-order barriers refer to internal obstacles such as teacher's attitudes, beliefs, knowledge,
and skills.

Likewise, Hew & Bruch (2007) categorized six barriers to classroom technology integration a)
resources, b) knowledge and skills, c) institution, d) attitudes and beliefs, e) assessment, and f)
subject culture. Offering solutions to these barriers, Hew & Bruch (2007) provided the following
five strategies for administrators to utilize:

a) obtain the necessary resources

b) have a shared vision and technology integration plan

c) facilitate changes in attitudes and beliefs

d) professional development

e) reconsider assessment

Barriers may seem insurmountable. The good news is a barrier is nothing but a challenge to
overcome. Take a moment to look at the strategies adapted from Leggett & Persichitte's (1998)
landmark article titled Blood, Sweat, and TEARS: 50 Years of Technology Implementation
Obstacles. Even though it was written over a decade ago, it offers guidance for administrators
and teachers looking at technology integration as a thoughtful, strategic process, which requires
patience, time, and diligence. Use the following activity to compare solutions to common
barriers of technology integration.

  

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In addition to the previous solutions noted for technology integration barriers, technology
integration should be facilitated by school leadership. The subsequent pages discuss the impact
school leadership may have on initiating the improvement of infrastructure and various
conditions contributing to successful technology integration in school facilities.

Facilitating Successful Technology

Integration
"Leadership is the single most important factor affecting the successful
integration of technology. This is true at the state level and at the school level.
Schools which have made the most progress are those with energetic and
committed leaders" (Byron & Bingham, 1998).

Effective technology integration would be impossible to achieve without comprehensive

technology infrastructure. To plan, develop, and provide proper technology infrastructure, school
officials must become familiar with emerging technologies and the infrastructure required to
utilize them. When school officials support the initiative of technology integration, school officials
may provide the necessary support and give necessary attention to enhance technology
infrastructure. Once comprehensive infrastructure is in place, school officials may devote their
attention to technology integration. In addition to leadership, other essential conditions may
assist successful technology integration. These essential conditions are introduced below.

Essential Conditions for Successful Technology Integration in

School Facilities
 The International Society for Technology in Education (ISTE) is a non-profit organization
dedicated to supporting the use of information technology to aid in learning and teaching of K-12
students and teachers. ISTE developed the National Education Technology Standards (NETS)
for teachers, students, and administrators. In connection with the NETS, ISTE (2014) developed
the Essential Conditions to successfully leverage technology in K-12 learning environments.
While there are fourteen essential conditions, this interactive lesson will focus on the conditions
which pertain to school facilities. These areas of focus include 1) a shared vision, 2) empowered
leaders, 3) implementation planning, 4) consistent and adequate funding, and 5) equitable
access. When school officials facilitate these essential conditions at schools, technology
integration may begin to impact student learning.

A Shared Vision for Technology Integration

A shared vision may be developed by proactive leadership for educational technology among all
education stakeholders, including teachers and support staff, school administrators, teacher
educators, students, parents, and the community (ISTE, 2014).

Senge (1990) described shared vision as " ... a force in people's hearts, an impressive
power . . . At its simplest level, a shared vision is an answer to the question, "What do we want
to create?" A shared vision becomes a picture people carry in their hearts and head. A shared
vision turns my school into our school. When shared vision is achieved commonality,
coherence, and collaboration is demonstrated by school personnel. A shared vision, in respect
to educational technology, may help establish the goals for the technology leadership team with
regards to infrastructure, equipment, and software. A fundamental focus for an effective shared
vision of technology integration is understanding, and determining, student technology needs.

The National Center for Technology Planning (1996) offers guidelines for technology planning.
A shared vision is present if the technology plan reflects the following:

 School and district planning involves teachers and other personnel at all levels, and
input from parents, community leaders, and school administrators is sought as well.
 The plan includes an annual budget, and sustainability is emphasized. For example, the
plan allows for yearly upgrades and additions to keep resources current and useful.
Funding must address both initial purchases and upgrades needed to sustain schools
technical capacities over time.
 The plan emphasizes teacher support and training. Knowledgeable support/training staff
is critical in ensuring teachers know how to use the technology, and that if they have
problems (and they likely will), they can count on just-in-time support.
 The plan matches technology to curriculum needs, and asks "What are current, unmet
educational needs, and can technology address them?", "Where are we teaching now
that we can teach better with technology?", "What critical subjects/content can we teach
with technology that we could not teach before?"
 The plan is updated and flexible. Because technology changes so rapidly, plans can
quickly become outdated. The plan should be a living, breathing document that is
constantly refined. Teachers and support staff should keep up with changes by
continually reading, attending conferences, workshops, and meetings, and revisit the
plan frequently to address changes and emerging trends.

To develop a better understanding of shared vision, watch this Wisconsin Education Association
Council video of Hall Davidson responding to the question "How do you move toward a shared
vision of technology?"

 Video Courtesy of Wisconsin Education Association Council

As you can see from the video, if stakeholders in the school and the surrounding community
share a commitment to using technology to support teaching and learning, it sets the stage for
successful technology integration. Typically established in the form of a school plan, shared
vision demonstrates a cooperative effort by all stakeholders including teachers, administrators,
and community members to achieve a determined level of technology access for student
achievement.

Empowered Leaders 
Empowing leadership means, stakeholders at every level may be empowered to effect change
(ISTE, 2014).

The leadership team should consist of diverse stakeholders including administrators, teachers,
students, technology experts, community leaders, and parents.

To implement technology change, all invested stakeholders must be part of the equation, feel
empowered, and embrace the shared vision. Leaders can empower themselves by seeking to
gain buy-in from all stakeholders. The goals of the "shared vision" must be continually shared
with the community and school. This means holding public forums, bringing community
members into the classroom, and educating those who may initiate change.

This multi-disciplinary collaborative team will combine individual and collective expertise and
talents to develop goals and objectives for successfully integrating technology into the learning
process. These goals and objectives should be closely aligned with the schools shared vision
for technology integration. Of course, this will include adequate technology integration.   With
these goals and objectives, the team will determine effective and efficient ways to plan, prepare,
review, and seek the necessary approval to implement the plan.   Once approval is received,
the plan may be implemented. Since school budgets may not allow all goals and objectives to
be realized at once, it is not uncommon for technology plan to be implemented in segments.

Implementation Planning
A systemic plan aligned with a shared vision for school effectiveness and student learning
through the infusion of information and communication technology (ICT) and digital learning
resources (ISTE, 2014).
 Collaboration stations integrated into a classroom.

A technology plan is a road map developed by the leadership team to offer guidance and
direction in developing technology policies, to identify procedures for the development and
installation of comprehensive technology infrastructure, and to incorporate technology with
sound educational practice. A good technology plan identifies a vision of technology integration,
determines resources to provide stakeholders access to technology, and offers strategies to
accomplish technology integration. From Developing Effective Technology Plans (1992) an
effective technology plan will:

1. Be short term, not long term.

2. Focus on application, not technology.
3. Go beyond enhancing the curriculum.
4. Define technology as more than computers.
5. Stress integration of technology into the curriculum.
6. Be tied to staff development plans.
7. Make technology part of the daily cost of doing business.
8. Have critical attributes based upon research.

Byrom & Bingham (2001) defined a technology plan as the following:

 a bridge between traditional established standards and classroom practice

 content and processes articulated, organized, and integrated with appropriate
technologies
 multiple levels of policy and curriculum decision-making facilitated to support resource
allocations

These indicators can be formulated into campus policies. Once the plan is successfully
implemented, the team must continually assess whether the goals and policies have been
successfully implemented. Effective evaluation indicators can be measured when specific data
is collected and analyzed. The following activity presents questions that may be used to gather
data to effectively evaluate goals and policies.

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Evaluating the effective integration of technology is a complex process. The next set of
questions may be used by the leadership team to evaluate technology integration.

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Assessment and evaluation may help ensure successful use of technology to enhance and
prepare students for 21stcentury learning. Of course, comprehensive technology infrastructure in
school facilities along with successful technology integration could not be realized without
consistent and adequate funding.

Consistent and Adequate Funding

Consistent and adequate funding includes ongoing funding to support technology infrastructure,
personnel, digital resources, and staff development (ISTE, 2014).

With regards to providing technology infrastructure, necessary equipment for seamless

technology integration, robust educational software, and funding should be considered. Various
models have been used to provide students access to technology. Consider the following model
to provide effective technology infrastructure to students:

 a designated computer lab and a computer instructor with scheduled visits from classes
 a mobile cart used to bring computers to the classroom
 digital devices being distributed to students

The current model for technology integration consists of providing classrooms with 24/7 Internet
access and digital devices for student use. These models illustrate the challenges assocated
with funding emerging technologies. New models of technology integration and emerging
technologies impact school planning and funding.
With regard to school facilities infrastructure, school officials may need to facilitiate funding by
demonstrating effective budgetary considerations for technology integration. In order to budget
effectively, school officials must have a keen awareness of two financial obligations other than
the cost of infrastructure (Ritzhaupt, Hohlfeld, and Kemker, 2008). Adequate budgets include
adequate funding for technology support, which could include personnel costs. Another
budgetary consideration includes funding to replace obsolete technology.   If these funding
aspects are not addressed in the budgetary plan, technology will not likely function as a
seamless process.  

Ritzhaupt, Hohlfeld, and Kemker (2008) offered the following recommendations for assessing,
planning, and funding technology integration: a) recognize funding is temporary and needs are
ongoing; b) seek technology funding from multiple sources; c) infuse technology planning into
standard school operations; d) compose technology committees with diverse stakeholders; e)
include professional development for key stakeholders; and f) establish an effective
measurement system. The following list are solutions for funding technology that school officials
may consider using:

 writing a grant proposal

 collecting and presenting data to lobby
 negotiating lower vender costs
 obtaining lower interest rates
 building community partnerships
 lobbying for state funding

Equitable Access
Robust and reliable access to current and emerging technologies, and digital resources, with
connectivity for all students, teachers, staff, and school leaders is considered equitable access
(ISTE, 2014). 

To develop an accurate understanding of the term equitable access to technology in schools,

take a moment to watch this video segment.

Video Courtesy of Heather Biggins

How can administrators and leadership teams ensure equitable access to technology in
classrooms?

In 2001, Maine formed the Maine Learning Technology Initiative (MLTI), a state-wide effort to
provide constant access to personal learning devices in learning environments. After
determining the state's educational needs, a joint task force, which included the Governor and
state legislatures, established school facility infrastructure needs to successfully implement one-
to-one computing in classrooms. With a clear understanding of the technology infrastructure
needed, the task force planned for hardware and software needs, along with internal and
external school networks and servers. With the aspiration of providing all stakeholders constant
access to high-speed Internet and to stay within the budgetary restrictions of the state, the task
force found it necessary to implement their plan in phases. The first phase targeted middle
school students and teachers. After piloting the program, the initiative was successfully
implemented with 7th graders and later 8th graders. Maine considers the initiative a success as
state 8th graders increased their writing proficiency scores by 12%, improved their mathematics
scores, and demonstrated higher science retention. Currently, the initiative has expanded to
high schools.

Like the MLTI experience, school officials may access school facility infrastructure needs
including elementary, middle, and high schools. Students and teachers should have equitable
access to adequate infrastructure, equipment, and software. Ensuring seamless technology
access, the educational environment can enhance student learning.

Stakeholders must educate themselves on emerging infrastructure, equipment, and software

technologies and advocate for students. The leadership team may determine tools teachers
would like to use in the classroom and investigate funding options such as grants and
assistance programs.

To provide equitable access to all students, aspirational thinking is helpful. As an illustration,

watch a segment of President Obama speaking to students, teachers, and administrators of
Mooresville Middle School in Mooresville, North Carolina. President Obama is announcing his
administration's new initiative to provide Internet access to all schools within 5 years.
Aspirational in nature, President Obama highlights the accomplishments of the students in
Mooresville as a result of technology infrastructure in schools, seamless access to technology,
and the dedication of all stakeholders.

 Video Segment Courtesy of whitehouse.gov

Conclusion
With a strong commitment toward education, utilization of education technology is a powerful
tool to facilitate student engagement. In order to create an environment where technology is
leveraged to impact student outcomes, students educational needs may be recognized. All
stakeholders must contribute to ensuring basic infrastructure including Internet bandwidth and
hardware are seamlessly accessible. For teachers and students to have access to digital
devices, school facilities must provide adequate technology infrastructure to support technology
integration in the classroom. Foundational to effective technology infrastructure is a basic
understanding of current and emerging devices, networks, cloud storage, and local servers.
Strong leadership, a shared vision, and empowered leadership teams ensure a culture where
technology access is seamless.
To begin developing a technology integration plan for your school facilities, review Critical
Issues: Developing a School or District Technology plan found in the sidebar. Download the
planning framework entitled ISTE Essential Conditions Rubrics & Action Plans to begin a school
technology plan. This document focuses on the fourteen ISTE conditions for successful
technology integration including comprehensive school facility infrastructure.

ACEF Interactive Lesson Evaluation

Please take a moment to complete the interactive lesson evaluation. We value your opinion and
look forward to your feedback.

References
Byrom, E., & Bingham, M. (2001). Factors influencing the effective use of technology for
teaching and learning: Lessons learned from the SEIR-TEC intensive site schools.Greensboro,
NC.

digedu (2014) Technology use in the classroom: Benefits & barriers. Retrieved from

http://digedu.com/wp- content/uploads/2014/04/Benefits-Barriers-Report.pdf

Ertmer, P. A. (1999). Addressing first- and second-order barriers to change:   Strategies for
technology integration. Educational Technology Research and Development. 47(4). 47-61.

Hew, K. F., Bruch, T. (2007). Integrating technology into K-12 teaching and learning: Current
knowledge gaps and recommendations for future research. Educational Technology Research
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ISTE Standards: Administrators. Retrieved May 20, 2014 from

http://www.iste.org/standards/standards-for- administrators

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http://www.iste.org/standards/standards-for-coaches
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http://www.iste.org/standards/standards-for-students

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http://www.iste.org/standards/standards-for-teachers  

Leggett, W. P. & Persichitte, K. A. (1998). Blood, sweat, and TEARS:   50 years of technology
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National Center for Technology Planning (1996). Guidebook for developing an effective

instructional technology plan. Retrieved from http://www.nctp.com/downloads/guidebook.pdf

Ritzhaupt, A. D., Hohlfeld, T. N., Barron, A. E., & Kemker, K. (2012). Trends in technology
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San Diego Unified School District (2012) San Diego Unified School District: Creating
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http://www.nctp.com/html/john_see.cfm

Senge, P. (1990). The fifth disipline: The art & practice of the learning organization. New York,
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Sitton, M. & Chojnowski, T. (2014) School security technology infrastructure: Determing needs
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U. S. Department of Education, Office of Educational Technology, National Education

Technology Plan (2010).Transforming American education:   Learning powered by
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U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy
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Wisconsin Education Association Council (2010). Hall Davidson talks about a shared vision for
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Source:
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