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Learning Outcomes Project: Technology Audit

Jessica-Leigh Arnold

EDDD 8050 Walden University

Systems Thinking

Michael W Vinella

October 21, 2023

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Technology Audit

Overall status of implementation

Evaluating my school through the technology audit, I found that my school functions

overall on the Augmentation level. Most teachers use technology in classrooms to enhance

traditional learning activities. Students read books online, this has replaced the school and

classroom libraries. This is, however, teacher specific. Being part of an elementary school means

that homeroom teachers can make the changes they see fit to meet the needs of their students.

Within grade level planning I found that technology was only used in certain activities where

resources may not be available. English uses iPads on the substitution level. Techers have

rotation reading times up for students to read daily online. Planning focuses on using iPads for

reading daily. The science department uses technology at the modification level with the use of

simulations to gain understanding and knowledge of complex concepts. The Arabic department

uses technology on the modification level, students use iPads to create videos on content that

they share with the class. The changing of the uses of devices was met with some dissatisfaction

from teachers set in their routine.

There were some outliers, teachers who used the technology in different ways to help

students in their learning. Some teachers use technology in different ways to help support our

students. We are using technology at the Redefinition level, having students shape their own

learning experiences through using technology, like creating group presentations in real time

together, creating instruction videos to share, and going on virtual field trips to build

understanding and exposure to new places.

The school website states that students will have access to online resources and gaining

technology skills from a young age (Technology - Taaleem Inspiring Young Minds -
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International School Dubai | IB World School Dubai | American Curriculum Dubai | British

School Dubai, n.d.). Students have access to computer classes where they learn the basics of

Microsoft Word, PPT, and Excel.

The administration department uses technology to log everything from attendance, to

finance, and behavior. The programs are basic Microsoft applications and are linked to the entire

school system.

Senge (2012) states, "Technology should be used to provide students with access to

information and resources that they would not otherwise have." Overall, the school has some

aspects in place where students are using technology to reshape their learning, the goals created

are to help pull the school into a place where all teachers are using technology at the redefinition

level. These changes will have a direct positive result on the learning of our students.

Action steps – Short Term Goal 1

The short-term goal is to develop and roll out a shared vision for the use of educational

technology among all education stakeholders in the school within 6 months linked from Shared

Vision the Technology Audit (Walden Canvas, 2015). I have chosen this as it is partly

established, with a high priority and it is possible to do within the current budget. Kouzes and

Posner (2009) argue that creating a shared vision is essential for effective leadership.

Stakeholders need a clear vision to ensure everyone is working to the same goal. Moule (2004)

argues that a shared vision is essential for transforming practice in educational settings.

The first step is to establish a leadership team to develop the vision. This team should

include representatives from all stakeholder groups, like teachers, SEN support, classroom

assistance, support staff, administrators, instructional coaches, students, parents, and the

members of the community.

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A needs assessment will need to be conducted to gather input from all stakeholders.

Looking at the role technology is to play for students. This can be done through surveys,

curriculum focus groups, and teacher interviews. A draft vision statement must then be created.

The vision statement will be clear, short, and aspirational. It should also be aligned with the

school's mission and values. This vision will be specific about the school’s goal to use

technology for learning.

Next, is to share the draft vision statement with all staff and gather feedback. This can be

done through whole staff meetings, grade meetings, or email surveys. Revisions can then be

made to the vision statement based on feedback. Finally, sharing the final vision statement with

all stakeholders and communicate how it will be implemented. Making sure all parents, teachers,

and students knew the expectations for the use of technology in their learning.

By taking these steps, the school can develop a shared vision for educational technology that

is supported by all stakeholders. This will help the school to implement educational technology

effectively and to achieve its educational goals.

Action Steps – Short Term Goal 2.

A second short-term goal is to ensure that students, support staff, teachers,

administrators, and school leaders have reliable connectivity and access to the current available

technologies and digital resources within 6 months linked from the Technology Audit (Walden

Canvas, 2015). This goal is linked to having equitable access to WIFI and devices.

This is a short-term goal the school currently has access to a range of websites, the

access of internet through the school needs to be the focus. The internet is very strong in the

admin building, but nowhere else in the school where classrooms so students are expected to

connect.
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Firstly, we need to conduct a needs assessment to determine the current state of

connectivity and access to technology and digital resources in the school. The internet supplier

will be called in and will need to take note of internet strength in each classroom. A survey will

be sent to all teachers to confirm which school paid resources they have set their class up with,

and whether they need support. The IT department needs to take tally of the available devices

that can be distributed.

Identify any barriers to equitable access to technology and digital resources. Data from

the internet supplier can be used to identify where extra routers need to be located within the

school. The cost of this, if under 1000 AED can be covered by petty cash, higher fees will need

to be sent to the school finance department. Once the number of working devices is found, these

can be shared amongst classes. If the school is short of iPads, less and 3 per class then new

devices will be to be procured. The feedback from the teacher survey needs to be analyzed, if

teachers require training on a particular platform, then it will be need to arrange and conducted

for the teachers.

Develop a plan to address the identified barriers. The school can apply for grants from

government agencies, foundations, and other organizations to fund the purchase of new devices

or to upgrade internet connectivity. The school can also partner with local businesses to donate

technology or provide discounted services. The school can provide training to students, teachers,

staff, and school leaders on how to use technology and digital resources effectively. The school

can also partner with local businesses and universities to provide training on specific topics, such

as coding, digital photography, or video editing.

Finally, it will be time to implement the plan and monitor its progress. The scheduling of

technicians will be first to get them improve the schools Wi-Fi connection in all classrooms and
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work areas. Once this is done Wi-Fi tests will be conducted to ensure a strong signal. Training of

teachers and iPad procurement will happen simultaneously to ensure no time is lost. The new

devices will then be set up with the school security and internet settings before being sent our

into classrooms.

We will also track the number of users including students, teachers, staff, and school

leaders who have access to technology and digital resources and monitor the use of the required

school platforms and programs by students.

Action Steps – Short Term Goal 3. The final short-term goal is to ensure that all staff

members including educators, support staff, and other leaders are skilled in the selection and

effective use of appropriate ICT resources within 6 months linked from the Technology Audit

(Walden Canvas, 2015). This is vital to ensure equal usage school-wide.

This goal is focused on ensuring all members of the school at all levels can use all the

forms of technology the school has available. Teachers need to be confident using technology in

order to confidently teach using it.

Firstly, we will need to conduct a needs assessment to determine the current level of ICT

skills and knowledge among educators, support staff, and other leaders. This can be a sensitive

topic for some teachers, so surveys of personal meetings can be held to determine which

applications, programs, or platforms teachers are struggling with.

Then we would work to identify any gaps in ICT skills and knowledge. For example,

some staff may need training in how to use specific software programs or how to integrate

technology into their lessons. Some teachers might need training on how to use SMART boards

effectively. Staff will be provided with access to computers, laptops, tablets, and other devices.

Also, make sure that they have access to the necessary software and online resources.
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Next, we will develop a plan to address the identified gaps. Create opportunities for staff

to share their ICT skills and knowledge with each other. This might involve providing training

sessions, creating online resources, or buddy programs. The buddy program is when friends pair

up and teach each other the program they are confident with and learn how to use the program

they aren’t with a friend.

Finally, we implement the plan and monitor progress. Teacher’s training will be

monitored, and feedback gathered regularly. Teachers who have attended professional training

may do small group refresher meetings for their colleagues. Let staff know that it is okay to

make mistakes and that you are there to support them as they learn and grow.

Action Steps – Long Term Goal 1. My first long-term goal is to create a culture of

ongoing professional learning (OPL) for all staff members within 12 months. This goal is

focused on the long-term development of teachers within education and the growth and shaping

of technology linked from the Technology Audit (Walden Canvas, 2015).

As the world moves forward, so must classrooms, staying trained and informed allows

those practices to be brought into the school and classroom. Senge (2012) says, "Team learning

is not a one-time event. It is an ongoing process that requires continuous commitment and

effort." He goes on to state that, "Professional development is essential for maintaining your

relevance and competitiveness in today's rapidly changing world." This shows the importance of

creating a plan to shape the culture of OPL.

Firstly, we need to conduct a needs assessment to determine the current state of OPL in

the school. This can be done in a variety of ways, firstly by reviewing the school's current OPL

that has been conducted over the past year if any has occurred. A survey or questionnaire can be
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sent to staff to identify which OPL they have been a part of or would like to be involved with.

An emphasis can be put on technology-related topics to grow the school in line with the vision.

Then, developing a plan to address the identified needs is required. This plan should

include specific goals, objectives, and timelines. The plan should also identify the resources that

will be needed to implement the plan. This would need to take into account hours required from

teachers, financial cost per member, and resources required. The school can provide staff

members with time to participate in OPL activities during the school day or after school hours.

The school can also offer online OPL activities that staff members can complete at their

convenience. The school can give a set allocation to each staff member towards OPL of their

desire. Staff requesting something above that can apply for grants to fund OPL activities. The

school can also partner with local businesses and organizations to provide OPL opportunities for

staff members like at the local university.

Next, implement the plan and monitor its progress. The school should track the number

of staff members who participate in OPL activities, when, and the topics it covers. Teachers who

attend training on classroom supportive applications can trial those applications in the classroom

and the benefits are mapped out with students' data.

Feedback on the quality of the OPL activities will be collected to ensure OPL are of top

caliber. Jeynes (2012) states, "Ongoing professional development is a critical investment for

schools and districts. When educators are given the opportunity to learn and grow, they are

better able to meet the needs of their students and prepare them for success in the 21st century."

The feedback received from staff will help guided any changes that need to be made.

Finally, we will adjust the plan as needed. We will regularly review the OPL plan and

adjust as needed to ensure that it meets the needs of staff members, students, and vision.
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Action Steps – Long Term Goal 2. The next long-term goal is to develop and implement

a variety of policies and plans, that includes accountability measures, incentive structures, and

financial plans that supports the use of ICT and other digital resources for learning and school

operations within 12 months linked from the Technology Audit (Walden Canvas, 2015). Having

clear expectations helps avoid any misunderstanding and confusion.

First, we will assess the current state of ICT and digital resource use in the school to

ensure we know our starting point. Documentation may be on hand to share this, or an email can

be sent out with a questionnaire link for staff members. Jeynes (2021) states, "Once you have a

good understanding of the support that teachers need, you can develop and implement targeted

interventions and programs." (p. 124). Rather than forcing everyone to start from the beginning,

teachers can start from the place that will support them best.

Next, we will identify the needs of the school in terms of ICT and digital resources. This

step will allow teachers to also voice what they would like and why. This can bring new

platforms to the table that are better suited to the student's needs. Administration may need

systems update or new software licenses purchased.

Then, we will develop a plan to address the identified needs. Using the information

gathered and budget can be created for the resources that are needed. This budget can be broken

down per grade or subject. If there is a funding problem on a school level then changes will need

to be made to the upcoming school year. The school can also allow for funding or grants to

purchase platforms for students. Budget meetings for the current and upcoming year will need to

be set and minutes recorded. Using the previously created vision the implementation policy will

be created to guide implementation and accountability. Senge (2012) states, "Policies should be

regularly reviewed and updated to ensure that they are still relevant and effective. This is
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especially important in today's rapidly changing world." (p. 215). Resources that are purchased

need to be used correctly to ensure there is value for money. The school will provide training to

students, teachers, staff, and school leaders on how to use ICT and digital resources effectively.

This training is linked to a short-term goal.

Implement the plan and monitor its progress. The school will track the use of ICT and

digital resources, and the collect feedback on the effectiveness of the plan. The school will work

to build awareness of the benefits of using ICT and digital resources for learning and school

operations. The school could provide incentives for students, teachers, staff, and school leaders

to use ICT and digital resources effectively from the start. This will encourage any laggers who

are reluctant to make the change. The change to budgets for the next academic year will need to

be monitored and continuously looked at based on feedback. Platforms that did not work will

need to be disregarded and

Finally, adjust the plan as needed as the team meets regularly to review the ICT and

digital resource plan and adjust as needed to ensure that it is meeting the needs of the school.

This goal will help all teachers get on board with the change.

Action Steps – Long-Term Goal 3. The final long-term goal is for all stakeholders to be

guided by a systematic plan that mirrors the shared vision of the school for the use technology

for effectiveness and student learning through the integration of communication technology

(ICT) and digital learning resources linked from the Technology Audit (Walden Canvas, 2015).

Firstly, we will use the shared vision developed for the use of technology and student

learning. This collective vision will be developed with the input of all stakeholders and will

incorporate the technology-shared vision. It is vital to involve stakeholders in the development

and implementation of systematic plans. This will ensure that everyone is on the same page and
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is committed to the success of the plan on all levels. Senge (2012) states, "Policies are an

essential part of any successful organization. By developing and implementing well-designed

policies, organizations can improve their performance, achieve their goals, and create a more

positive and productive work environment for everyone" (p. 216). Without guidelines for

teachers, there is a lack of continuous best practice school wide. Teachers need to know what is

expected and it should be consistent.

Next, we will develop a systematic plan for the blending of ICT and digital learning

resources into the school. This plan will be aligned with the shared vision of school effectiveness

and student learning, and it should address the needs of teachers and students.

Provide professional development for all stakeholders on the use of ICT and digital

learning resources. This professional development will be tailored to the needs of different

stakeholders and will be ongoing. This ties into previous goals and that helps provide support for

OPL and shared vision goals.

Finally, implementation and monitoring its progress. The school will track student

learning and progress through test scores and progress on the applications. Adjustments will be

made as needed to ensure maximum results. It is important to evaluate the impact of the plan on

student learning and to adjust as needed, this ensures the plan is on track and remains effective.

Summary of conclusions. Jeynes (2012) stresses that, "Goals should be

ambitious but achievable. They should be developed in collaboration with all stakeholders,

including teachers, students, parents, and the community." (p. 112). The goals created are

manageable and realistic goals that will positively change on the use of technology in the school.

Senge (2012) systems thinking can be used to achieve all the short- and long-term goals, by

helping to understand the interconnectedness of the different parts of a school system and how
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changes in one part of the system can affect other parts of the system. The goals created both

long term and short term tend to link together at some point or another. The short-term goals

link into the longer-term goal, Senge (2012) states “The ability to see the whole requires the

capacity to think in terms of relationships, not entities.” The first short term goal of creating a

shared vision for technology in the school holds the most importance. Without the shared vision,

the long-term goals would suffer. Having the shared vision will allow deeper buy-in and a higher

investment into the changing and resifting of the school’s current technology usage. The short-

term goals include creating a shared vision for the use of technology, equitable access of

technology for all staff and students, and creating engaging communities. The long-term goals

are connected to more meatier topics like creating ongoing professional development

opportunities for teachers, support policies for technology, and ensuring stakeholders form a

systematic plan that is directly linked to the shared vision of the school. These goals help support

the current happenings in the school and improve the use of technology throughout the school.

The short-term goals will help ensure all teachers are working towards a shared goal and

vision of the use of technology in the classroom. It ensures teachers have access to the resources

they need to succeed and comply with the shared vision like strong Wi-Fi access throughout the

school, up to date hardware, and software. Teachers will also be given all the support and

training they need to confidently and accurately use the technology to deliver lessons, activities,

and even deliver personalized instruction. Cheung and Slavin (2012) discussed how personalized

instruction programs provide students and teachers with effective teaching strategies and can be

used as part of traditional classroom instruction.

The long-term goals will support the school to ensure the changes stick and continue to

benefit the students learning and progress. The implementation of systematic planning that
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incorporates the chosen technology to read the needs of all learners will take time to start, reflect

on, improve, and develop. This planning, however, will help all teachers, both old and new carry

the vision of the school. Having continuous or ongoing professional development will ensure

that all staff are properly trained on how to use technology more effectively. The training needs

to be ongoing as technology is ever growing, shaping, and developing. Teachers need to stay

updated to ensure they are using everything they can to help benefit the students through ways

previously not possible in the classroom. Technology has allowed teachers to bring adventure,

intrigue, and innovation into the hands of students. Henderson and Yeow (2012) noted that

students use far more creative thinking and innovation when working with technology.

The final long-term plan is related to the support policies, ensuring that the school has

policy changes to meet the changes in the use, acquisition, and implementing of technological

change. These goals are aimed at shifting the school from using technology at the 2 nd level to

augment student learning, but to the final level or redefining learning for students. This change

requires a shift in policy, to ensure policy lines up with the practice.

With these goals accomplished, the school would be at the redefinition level of the

SAMR model. All teachers would have access to quality devices, applications, and WIFI to

create activities that allows for students to complete activities that were previously not possible.

"The redefinition level represents a shift from using technology to enhance existing teaching and

learning practices to using technology to create new and innovative practices." (Mishra &

Koehler, 2006, p. 1030)

Senge (2012) states that, “Goals are not enough. Goals are the easy part. The hard part is

building the system that will produce the outcome you want.” These goals will ensure the school

is headed in the right direction with reshaping education using technology.

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Reference

Cheung, A. C., & Slavin, R. E. (2012). How features of educational technology applications

affect student reading outcomes: A meta-analysis Links to an external site. Educational

Research Review, 7(3), 198–215

Common Sense Media. (Producer). (n.d.). Introduction to the SAMR modelLinks to an external

site. [Video file]. Retrieved

from https://www.commonsensemedia.org/videos/introduction-to-the-samr-modelLinks

to an external site.

Henderson, S., & Yeow, J. (2012, January). iPad in education: A case study of iPad adoption

and use in primary school links to an external site. In System Science (HICSS), 2012

45th Hawaii International Conference on System Sciences (pp. 78–87). Washington, DC:

IEEE Computer Society.

Jeynes, W. (2012). A meta-analysis of the efficacy of different types of parental involvement

programs for urban students. Urban education, 47(4), 706-742.

https://doi.org/10.1177/0042085912445643

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A

framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.

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Senge, P. M., Cambron-McCabe, N., Lucas, T., Smith, B., & Dutton, J. (2012). Schools that

learn (updated and revised): A fifth discipline fieldbook for educators, parents, and

everyone who cares about education. New York, NY: Crown Business.

Technology - Taaleem Inspiring Young Minds - International School Dubai | IB World School

Dubai | American Curriculum Dubai | British School Dubai. (n.d.). Taaleem - Inspiring

Young Minds.

http://www.taaleememployeeonboarding.com/our-schools/technology.html

Walden Canvas. (2015). https://waldenu.instructure.com/courses/78686/files/5164399?wrap=1

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Appendix 1

Status Priority Opportun Essential Conditions Action Required

Score Score ity
1, 2, or 3 1, 2, or 3 Score
1, 2, or 3
2 3 2 Shared Vision Short-term goal

Proactive leadership develops a shared

vision for educational technology among
all education stakeholders, including
teachers and support staff, school and
district administrators, teacher educators,
students, parents, and the community.
2 2 2
Empowered Leaders

Stakeholders at every level are

empowered to be leaders in effecting
change. In a culture that empowers
leaders at all levels:

Superintendents support administrators

when they take up issues on behalf of
teachers. Administrators empower teachers
to take risks while providing support on
critical issues. Teachers and stakeholders
have the opportunity to provide input on
policies and are able to address issues in a
supportive environment.
2 3 1 Long-term Goal
Implementation Planning

All stakeholders follow a systematic

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.
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Status Priority Opportun Essential Conditions Action Required

Score Score ity
1, 2, or 3 1, 2, or 3 Score
1, 2, or 3
3 3 1
Consistent and Adequate
Funding

Ongoing funding supports technology

infrastructure, personnel, digital
resources, and staff development.
2 3 2 Short-term Goal
Equitable Access

All students, teachers, staff, and

school leaders have robust and
reliable connectivity and access to
current and emerging technologies
and digital resources.
2 2 2
Skilled Personnel

Educators, support staff, and other

leaders are skilled in the selection and
effective use of appropriate ICT
resources.
3 2 1 Long-term Goal
Ongoing Professional
Learning

Educators have ongoing access to

technology-related professional
learning plans and opportunities, as
well as dedicated time to practice and
share ideas.
1 2 3
Technical Support

Educators and students have access

to reliable assistance for maintaining,
renewing, and using ICT and digital
learning resources.
2 3 2
Curriculum Framework

Content standards and related digital

curriculum resources align with and
support Digital Age learning and work.
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Status Priority Opportun Essential Conditions Action Required

Score Score ity
1, 2, or 3 1, 2, or 3 Score
1, 2, or 3
2 3 3
Student-Centered Learning

Planning, teaching, and assessment

all center on the needs and abilities of
the students.
2 3 3
Assessment and Evaluation

Teaching, learning, leadership, and

the use of ICT and digital resources
are continually assessed and
evaluated.
2 3 3 Short-term goal
Engaged Communities

Leaders and educators develop and

maintain partnerships and
collaboration within the community to
support and fund the use of ICT and
digital learning resources.
2 2 1 Long-term Goal
Support Policies

Policies, financial plans, accountability

measures, and incentive structures
support the use of ICT and other
digital resources for both learning and
district/school operations.
2 1 1
Supportive External Context

Policies and initiatives at the national,

regional, and local levels support
schools and teacher preparation
programs in the effective
implementation of technology for
achieving curriculum and learning
technology (ICT) standards.

ISTE Standards for Administrators

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Status Priority Opport ISTE Standards for Administrators Action Required

Score Score unity
1, 2, or 3 1, 2, or Score
3 1, 2, or 3
2 2 3 Visionary Leadership

Educational administrators inspire and

lead development and implementation
of a shared vision for comprehensive
integration of technology to promote
excellence and support transformation
throughout the organization.
2 2 2 Educational administrators inspire and
facilitate among all stakeholders a
shared vision of purposeful change that
maximizes use of digital age resources
to meet and exceed learning goals,
support effective instructional practice,
and maximize performance of district
and school leaders.
3 2 2 Educational administrators engage in an
ongoing process to develop, implement,
and communicate technology-infused
strategic plans aligned with a shared
vision.
2 2 2 Educational administrators advocate on
local, state, and national levels for
policies, programs, and funding to
support implementation of a
technology-infused vision and strategic
plan.
3 3 3 Digital Age Learning Culture

Educational administrators create,

promote, and sustain a dynamic, digital
age learning culture that provides a
rigorous, relevant, and engaging
education for all students.
2 3 3 Educational administrators ensure
instructional innovation focused on
continuous improvement of digital age
learning.
2 2 3 Educational administrators model and
promote the frequent and effective use
of technology for learning.
3 2 2 Educational administrators provide
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Status Priority Opport ISTE Standards for Administrators Action Required

Score Score unity
1, 2, or 3 1, 2, or Score
3 1, 2, or 3
learner-centered environments equipped
with technology and learning resources
to meet the individual, diverse needs of
all learners.
2 2 2 Educational administrators ensure
effective practice in the study of
technology and its infusion across the
curriculum.
2 2 1 Educational administrators promote and
participate in local, national, and global
learning communities that stimulate
innovation, creativity, and Digital Age
collaboration.
2 2 1 Excellence in Professional Practice

Educational administrators promote an

environment of professional learning
and innovation that empowers educators
to enhance student learning through the
infusion of contemporary technologies
and digital resources.
3 2 3 Educational administrators allocate
time, resources, and access to ensure
ongoing professional growth in
technology fluency and integration.
3 3 3 Educational administrators facilitate and
participate in learning communities that
stimulate, nurture, and support
administrators, faculty, and staff in the
study and use of technology.
2 2 3 Educational administrators promote and
model effective communication and
collaboration among stakeholders using
Digital Age tools.
2 2 3 Educational administrators stay abreast
of educational research and emerging
trends regarding effective use of
technology and encourage evaluation of
new technologies for their potential to
improve student learning.
2 2 3 Systemic Improvement
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Status Priority Opport ISTE Standards for Administrators Action Required

Score Score unity
1, 2, or 3 1, 2, or Score
3 1, 2, or 3
Educational administrators provide
Digital Age leadership and management
to continuously improve the
organization through the effective use of
information and technology resources.
2 2 3 Educational administrators lead
purposeful change to maximize the
achievement of learning goals through
the appropriate use of technology and
media-rich resources.
3 3 3 Educational administrators collaborate
to establish metrics, collect and analyze
data, interpret results, and share findings
to improve staff performance and
student learning.
2 3 3 Educational administrators recruit and
retain highly competent personnel who
use technology creatively and
proficiently to advance academic and
operational goals.
2 2 2 Educational administrators establish and
leverage strategic partnerships to
support systemic improvement.
2 2 2 Educational administrators establish and
maintain a robust infrastructure for
technology including integrated,
interoperable technology systems to
support management, operations,
teaching, and learning.
2 2 3 Digital Citizenship

Educational administrators model and

facilitate understanding of social,
ethical, and legal issues and
responsibilities related to an evolving
digital culture.
3 3 3 Educational administrators ensure
equitable access to appropriate digital
tools and resources to meet the needs of
all learners.
2 2 3 Educational administrators promote,
model, and establish policies for safe,
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Status Priority Opport ISTE Standards for Administrators Action Required

Score Score unity
1, 2, or 3 1, 2, or Score
3 1, 2, or 3
legal, and ethical use of digital
information and technology.
2 3 3 Educational administrators promote and
model responsible social interactions
related to the use of technology and
information.
2 2 3 Educational administrators model and
facilitate the development of a shared
cultural understanding and involvement
in global issues through the use of
contemporary communication and
collaboration tools.