updated technology plan for frit 8132

8/13/2019 Updated Technology Plan for FRIT 8132

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Updated Technology Plan Evaluation 2

Louise Fechter, Angela Kennedy, and Lacey Phillips

Table of Contents

Table of Contents...........................................................................................................................2

Part 1: Narrative............................................................................................................................4

Introduction........................................................................................................................................... 4

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Part 1: Narrative

Introduction

Georgia Southern University (GSU) reached a record enrollment of 20,574 students

during Fall, 2012. Currently, there are 17,993 undergraduate students and 2,581 graduate

students with students from 49 U.S. states and over a 100 countries. Georgia Southern

University adopted the University System of Georgia, Board of Regents (USG-BOR) initiative to

increase student success. To achieve this initiative, one of Georgia Southerns goals is to boost

retention, progression and graduation (RPG) rates in the University System of Georgia. The table

below provides details about Georgia Southerns growth over the past 10 years.

Table 1


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Georgia Southern has nationally accredited academic programs in the liberal arts,

sciences, and professional studies. The faculty, staff, and students embrace many of the core

values of the University through their integrity, civility, kindness, collaboration, and a

commitment to lifelong learning, wellness, and social responsibility. (Georgia Southern

University, 2012a)


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Updated Technology Plan Evaluation "


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Updated Technology Plan Evaluation 1%


weakness identified in part 1 of the Technology Plan Evaluation, along with adding new

categories suggested for this assignment, that were excluded from part 1.

Broad-based support. The Broad-Based Support information is not in the

originaltechnology plan. Incorporating this section into the updated technology plan provides

additional information about Georgia Southern to the reader. Specifically, the demographics at

GSU and an enrollment summary provide information about the steady growth of the student

population over the past 10 years, which will better enable the reader to understand this aspect of

the institution.

Needs assessment. While the plan provides a good bit of detail concerning plansfortelecommunications, hardware, software, and physical security needs, it is unclear how these

needs were determined. For instance, there is no discussion concerning needs assessments,

surveys, how current/future technology was/will be chosen, how the equipment is /will be used

by students and staff, nor the availability of necessary training. Clearly, some of the elements

defined in this category, such as the completion of fiber optic paths may not require input from

any area except IT, but even in those cases, there should be a documented process cited that

justifies the need for the stated updates. For technology, that is department or college-specific,

staff and faculty needs assessments and surveys should be referenced. Again, this lends

credibility and clarity to the underlying rationale for including the tactic in this plan.

After an interview with Mr. Robby Ambler from Georgia Southern University, it was

discovered that the technology committee does in fact conduct administration, faculty, and


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student surveys in order to determine the technological needs for each group. The surveys, and

the feedback gleaned should be noted in the technology plan, so all stakeholders are aware that

the impacted parties had input in the recommendations submitted. This information would

benefit the plan, because the reader would understand whythe technology committee

recommends purchasing the technology.

Mission. The original technology plan did not identify the mission statement

of theuniversity. By adding the mission statement as an update to the technology plan, the

reader can see how the universitys mission is tied to the technology plan.

Vision statement. A vision statement that describes expected outcomes is

included inthe Technology and Information Resources Strategic Plan. The Achieving the

Technology Vision section on page 3 describes Georgia Southerns definition of technology

along with how technology might address students learning and facultys teaching needs. The

vision statement is linked directly to the Academic Distinction theme associated with Georgia

Southern Universitys strategic plan and identifies ways to utilize technologies and services for

students, faculty, administration, alumni and other supporters. However, there is not a clear

delineation between the outcomes outlined in the vision statement and how technology will

facilitate those outcomes under the Achieving the Technology Vision paragraph. To improve the

vision statement, a description of the technology that will affect the outcomes is added. This

adds cohesion to this area of the plan and better enables the reader to understand how the

subsequent sections link to each other.


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Goals, objectives, and strategies. Although some of the goals are broad and

comprehensive, some are also general, as though intended to capture the overarching themes of

what the university system wants to cover in the technology plan. Because of this, some of the

goals corresponding objectives and strategies are not easily measurable, making it difficult to

determine how progress is achieved. To address this deficiency, the objectives and/or strategies

associated with these goals are updated to incorporate assessments that measure current and

future states, along with the addition of nineteen new strategies. By adding and updating these

elements, evidence of success or failure is provided, enabling key decision makers to make

informed decisions concerning whether the use of a program, software, or hardware should be

continued or discontinued.

As described in the Strengths and Weaknesses section of this document, there is a lack of

organization and clarity around how goals, objectives, and strategies are related, and how they

support one another. Outlining the goals, associating each goal with its objectives, and

associating each objective with its strategies will better organize this information. By defining

and clarifying these relationships, key stakeholders will understand the overall vision for the

technology plan and can more readily determine whether goals and objectives are appropriate

and achievable and identify if each has been successfully met at the end of the plans timeline.

Action plan/multi-year planning. While a timeline was attached to specific

strategiesin the original technology plan, adding the action plan and multi-year planning

allowed us to set more specific timelines for each of the goals in this plan.


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Program integration. Program integration is not included in S!"s

Technology andInformation Resources Strategic Plan, so it was added to the updated plan.

After reviewing online documentation, it was determined that the integration of Folio is a critical

component to the success of GSUs long-term online program. Because of this, GSUs

Technology and Information Resources Strategic Plan should be directly linked to this

documentation. By linking these documents, there is an additional level of oversight for this

critical project, since the technology plan is updated annually and a directive is in place for the

VPIT to periodically provide progress reports.

Curriculum integration. This portion of the technology plan was completely

left out ofGeorgia Southerns plan. Because integrating technology into the curriculum is one

of the core reasons for using technology in educational settings, this section was added to the

technology plan. It is very important to understand howa particular technology will enhance

curriculum, and facilitate student learning. This section was added to the plan, to illustrate how

the Information Literacy Competency Standards for Higher Education may be integrated into the

curriculum. These standards better align with the technology and curriculum found in a higher

education environment.

Ongoing evaluation. There is an ongoing evaluation process described in

the PlanAssessment section on page 1. The plan is subject to annual assessments and

modifications, and the University Strategic Planning Committee might periodically request

progress reports from the Vice President of Information Technology. Within the plan, each


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tactic has a field for Responsible for Implementation, Timeline, Measure of Progress, and

Results Obtained, so there is a plan in place to document the success or failure of a particular

tactic. Finally, Strategy 21 states that there will be a planning strategy that continuously

assesses progress, clarifies tactics and implements new initiatives in support of the University

Strategic Plan. This strategy has a timeline of 04/01/2010 with measures of progress being

documented Level III plans and report of assessment. To enhance the process described, a

section will be added to help identify the factors involved in making decisions about whether

technology is incorporated or retired. This is based on surveys, and interactions with impacted

users, and through usage reports. After receiving a personal communication from Robbie

Ambler on November 27, 2012, it became apparent that usage is a critical factor in determining

whether a technology on campus will be continued or retired, so it is noted in the updated

Evaluation section of technology plan. In this communication, Ambler stated the following:

Well obviously, when even the company anymore it is time to move on does not support

a product like GaVIEW. Unfortunately, the vendors and developers in a free market

economy slightly control that too. Technological standards change too, so we are at that

mercy sometimes too. Usage definitely plays a part because sometimes needs change and

products don't adopt -- remember MySpace vs. Facebook days? Other times, it is fiscal.

We just cannot afford to keep something when a cheaper alternative comes along, i.e.

Google Apps vs. Novell Groupwise.

Standards. eorgia Southern !niversity"s technology plan also had no

e#uipmentstandards listed. Equipment standards for Macs and PCs are located on GSUs
http://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhed


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website and are included in the updated plan. It is important that recommended and purchased

technology follow these standards. The tables found on the website also include training

opportunities for using the listed software.

Budget resources. $o funding alternatives are included in S!"s Technology

andInformation Resources Strategic Plan, so these are added to the updated plan. After

extensive research, it has been determined that this information is not publicly accessible.

Therefore, several technology plans from other universities were reviewed, and the University of

Wisconsins contained a funding sources section in its document. Because other sections of this

plan are so similar to GSUs technology plan, the decision was made to copy this section from

the University of Wisconsins plan into GSUs updated technology plan. By doing so, key

decision makers can quickly identify funding opportunities and/or constraints. Obviously, the

ideal situation would be to have access to true funding sources, so the technology plan can more

fully address funding items/programs described in the plan.

School pilot project. $o school pilot pro%ect recommendations were included

in S!"soriginal technology plan, so a suggested school pilot program was added to the

updated plan. Because there is a growing movement toward learner-centered strategies in the

classroom, it was decided that this would be an excellent idea for a school pilot project. The

project describes a scenario where faculty from multiple disciplines share/create lesson plans that

incorporate technology and learner-centered activities in the classroom. These ideas could then

be reviewed and compiled into a resource for faculty members to reference and incorporate into

their own classrooms. Multiple resources describing the benefits of learner-centered classrooms


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Updated Technology Plan Evaluation 1!


were used for the development of this idea. This type of project would be beneficial in providing

faculty members new ideas for incorporating this paradigm into their classrooms and providing

both faculty and students with more meaningful learning experiences.

Model classroom configurations. &odel classroom configurations are not

included inGSUs technology plan. However, GSU is using the Smart Classroom

configurations on campus to assist faculty in teaching. These classrooms are already configured

with at least a projector and a computer. The pricing for each Smart Classroom along with a

description of what each level of Smart Classroom costs is provided in the updated technology

plan. A schematic of a Smart Classroom has also been included to provide a visual

representation of a Smart Classroom.

Facilities. As stated under the &odel classroom configurations section'

S! has SmartClassrooms on campus. These classrooms are available to faculty but must

be scheduled ahead of time with the Center for Academic Technology Support. In addition to

providing a projector and computer, these classrooms also provide a list of other technologies

available in that space. Having information about these technologies present in the classroom

lessens the fear of walking into an unfamiliar classroom.

Maintenance/support. There is a general description of the technical

re#uirementsneeded to meet the stated goals in this report. In some instances, hardware

and/or software requirements are stated. Technical support is generally discussed throughout

this document, and there are a few instances where specific technical support requirements are


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Updated Technology Plan Evaluation 1"


addressed. In order to better to clarify this section, hardware and software requirements are

updated in the Software Agreements section. Information about the department responsible for

technology maintenance, its duties, and contact information were provided, so the reader has a

starting point for resolving a technology issue.

Software agreements. This section was not originally in S!"s technology

plan' soGeorgia Southerns software agreements are added to the updated plan. This

information was gathered from the GSU website. The tables show what software agreements

Georgia Southern currently have for both PC and a Mac computers. This section is very valuable

because it also includes department contacts for specific software training opportunities.

Acceptable use policy. The Acceptable !se Policy (A!P) was originally

lin*ed to thetechnology plan, but was not specifically identified. In the updated technology

plan, the AUP has been pulled out to provide a brief definition for the standards of appropriate

use and ethical use of technologies on campus for faculty and students.

Staff development. The Staff +evelopment section was not fully covered in

the originaltechnology plan. Several suggestions and recommendations about how to conduct

the staff development workshops have been identified. Some of these recommendations

included: designated facilities for faculty staff development, faculty buy-in regarding the

workshop topics, and conducting a technology needs assessment before developing and

presenting workshops. Workshops should include a mix of pedagogy and technology content so

that faculty can make a connection between the technology and the curriculum. Faculty staff


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development is an important area to cover, because faculty needs to learn the technology skills

well enough to successfully incorporate them into the classroom. Faculty incentives for using

technology in the classroom will also be addressed in this section of the technology plan.

Conclusion and recommendations. $o ,onclusion and ecommendations section is

includedwithin GSUs technology plan. As with an introduction, every plan or report should

also conclusions. Here, the reader will be presented with a summary of the overall themes

presented throughout the technology plan. This will provide the reader with a summary and

recommendations about key components of the plan. With the additions made to the

technology plan, the reader will have a clearer understanding of how the goals and objectives

relate, so the conclusion will highlight these relationships.

Improvements

By making the proposed changes, Georgia Southern Universitys updated technology

plan will better highlight how these objectives and goals can support the achievement of the

strategic themes outlined in the original technology plan. For example, some of the themes are

Academic Distinction, Student-Centered University, and Technology Advancement. The

goals, objectives, and strategies will be clarified, so those responsible for executing the plan will

better understand the vision and will fulfill the strategies and tactics of the plan more efficiently

and effectively. By making the technology plan more organized and readable, the technology

staff can make better decisions about how to execute the plan. Ultimately, this will improve the

technology support given to faculty and students.


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faculty and students dedication toward this mission are a key component to its success. Some of

the universitys strategic themes include:

. Promoting Academic Excellence

. Enhancing Student Success

. Increasing Research, Scholarship, and Creative Achievement

. Maintaining Fiscal Sustainability

GSU Technology and Information Resources Strategic Plan(Georgia Southern, 2008).

Vision Statement (borrowed and adapted from GSU Technology and Information Resources

Strategic Plan).

Georgia Southern University uses technology to enhance the mission of the university

through innovative applications and excellence in service to the university community. The

vision of the technology and information resources at Georgia Southern University is to utilize

appropriate technologies and services to:

. enthuse faculty to innovate in their teaching and scholarship by increasing overall

understanding and use of technology for collaboration, assessment, and differentiated

learning;

. inspire students to learn and grow as 21stcentury world citizens through increased

online learning opportunities and other technological resources and support services

that enrich learning and promote personal development;
https://docs.google.com/a/georgiasouthern.edu/file/d/0BwLLctNDSnVmSjI2THdXRlhWaWc/edit?pli=1


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' Strategy 40: Provide user-friendly A/V technologies to improve

communications, and provide the necessary training for using these

technologies to faculty and students.

Goal #2: Create enrollment capacity to meet the needs of 4,500 additional students by 2020.

& Associated Objective #1: Integrate technology systems, equipment and services

that enable faculty to enhance teaching and learning, facilitate academic advisement,

and extend the global reach of the university.

' Strategy 1: Utilize instructional technologies that foster academic distinction

through enhancement of teaching and learning, improving access and

engagement, and building information literacy.

' Strategy 3: Improve academic advisement through the use of information

technology.

' Strategy 4: Use technology to extend the global reach of the University to

provide opportunities for faculty and students to access the University and

collaborate through regional, national, and international channels.

' Strategy 38: Institute a common structure and best teaching practices for

faculty developing and teaching online instruction.

& Associated Objective #2: Increase online learning opportunities at GSU and

specifically, grow the Bachelor of General Studies programs and the WebMBA

programs available online.

' Strategy 1: Utilize instructional technologies that foster academic distinction

through enhancement of teaching and learning, improving access and


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engagement, and building information literacy.

' Strategy 35: Consult with faculty to develop more online courses for GSU,

Georgia View, and WebMBA programs to increase student enrollment.

Goal #3: Increase GSUs participation in educational research and economic development.

& Associated Objective Integrate technology systems, equipment and services that

enable faculty to conduct research and perform service that extend the global reach

of the university.

' Strategy 24: Survey appropriate areas to identify current levels of

participation and determine ways that technology may improve participation.

' Strategy 2: Provide technology resources that support faculty in scholarship

and research.

' Strategy 25: Conduct appropriate follow-up surveys to determine post-levels

of participation.

Goal #4: Strengthen partnerships with other state education agencies.

& Associated Objective: Incorporate technology and services that facilitate the

exchange of information, foster partnerships with state and private enterprise,

support philanthropic endeavors, and build relationships that encourage participation

within the university community, including alumni.

' Strategy 26: Identify key agencies and contacts to determine current

satisfaction levels with relationships, important aspects of these relationships,

and identify areas for improvement through qualitative surveys.

' Strategy 7: Develop and implement a web information services strategy.


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(Technology advancement)

' Strategy 8: Collaborate with University system, state, local, and private

entities to bring about new technological capabilities and efficiencies of

service. (Private and Public Partnerships)

' Strategy 27: Conduct appropriate follow-up surveys to determine post-levels

of satisfaction.

Goal #5: Maintain affordability so that cost is not a barrier for students participating in

higher education.

& Associated Objective #1: Set up a GSU task force or committee to oversee the costs

of face-to-face and online courses.

' Strategy 28: Conduct research to determine a baseline for "affordability, and

the impact IT has on institutional costs.

' Strategy 29: Advertise funding opportunities and scholarships to students.

' Strategy 36: Determine budget impacts/reductions after implementing other

strategies associated with this goal.

& Associated Objective #2: Uphold a technology infrastructure that supports the

university's master plan, is technically current, highly reliable, resilient to loss,

flexible to changing needs, and fully maintained.

' Strategy 16: Develop and maintain technology infrastructure that is resilient,

reliable, and flexible. (Physical Environment)

' Strategy 17: Utilize technology that contributes to conservation of energy

resources and reduce the institutions greenhouse gas emissions.


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training throughout the university to foster a culture of effective technology

project planning and management. (Technology Advancement)

' Strategy 20: Develop and maintain IT policies that serve to educate and guide

the University community on new problems and issues created by

technology. (Technology Advancement)

' Strategy 21: Exercise a technology planning strategy that continuously

assesses progress, clarifies tactics, and implements new initiatives in support

of the University Strategic Plan. (Technology Advancement)

Goal #7: Increase faculty and staff knowledge of available technologies to increase overall

understanding and use of technologies, promote collaborative opportunities, stimulate

ongoing and summative assessment of technologies, and differentiate learning in the face-to-

face and online classroom environments.

& Associated Objective #1: Increase web-based and face-to-face training

opportunities for faculty and staff.

' Strategy 19: Promulgate the established project methodology, tools, and



' Strategy 20: Develop and maintain courses that serve to educate and guide

the university community on new software, strategies, and issues.

' Strategy 37: Provide multiple online and on-campus training opportunities for

faculty and students to learn how to use the new learning management system

software.


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Updated Technology Plan Evaluation 2$


& Associated Objective #2: Develop detailed technical support resources.

' Strategy 19: Promulgate the established project methodology, tools, and



' Strategy 20: Develop and maintain IT policies that serve to educate and guide

the University community on new problems and issues created by

technology. (Technology Advancement)

Action Plan/Multi-year Planning (borrowed from GSU Technology and Information

Resources Strategic Plan)

Three-Year Technology Plan

July 1, 2012 June 30, 2015

Specific information regarding goals, evaluation methods of goals, and funding to reach

goals is located in the goal section of this technology plan. In July 2012, the Technology

Planning Team will meet to update the existing plan.

Table 3

Goal Implement

By

Goal #1: Increase student engagement through learning experiences using digitaltechnologies and resources to achieve content standards and meet undergraduatestudents of the 21st century.

July 1, 2012

Goal #2: Create enrollment capacity to meet the needs of 4,500 more studentsby 2020.

July 1, 2015

Goal #3: Increase faculty and students knowledge of available technologies toincrease overall understanding and use of technologies, promote collaborative

July 1, 2012
https://docs.google.com/a/georgiasouthern.edu/file/d/0BwLLctNDSnVmSjI2THdXRlhWaWc/edit?pli=1https://docs.google.com/a/georgiasouthern.edu/file/d/0BwLLctNDSnVmSjI2THdXRlhWaWc/edit?pli=1https://docs.google.com/a/georgiasouthern.edu/file/d/0BwLLctNDSnVmSjI2THdXRlhWaWc/edit?pli=1https://docs.google.com/a/georgiasouthern.edu/file/d/0BwLLctNDSnVmSjI2THdXRlhWaWc/edit?pli=1


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opportunities, stimulate ongoing and summative assessment of technologies, and

differentiate learning in the face-to-face and online classroom environments.

Goal #4: Increase GSUs participation in educational research and economicdevelopment.

July 1, 2013

Goal #5: Increase online learning opportunities at GSU. Specifically, grow theBachelor of General Studies programs and the WebMBA programs availableonline.

July 1, 2013

Goal #6: Strengthen partnerships with other state education agencies. July 1, 2014

Goal #7: Maintain affordability so that money is not a barrier for students

participating in higher education.

July 1, 2014

Program Integration

The implementation of Folio, Georgia Views replacement is critical to the success of

GSUs online classes. Information concerning its implementation and timelines may be found at

Folio Implementation Taskforceand Implementation of Folio Timeline. These documents are

closely related to Strategy 4, which states, Use technology to extend the global reach of the

University to provide opportunities for faculty and students to access the University and

collaborate through regional, national, and international channels. Strategy 4s tactics include

addressing best online practices, internationalization of web services, and additional support for

Georgia View. Because Georgia View plays a critical role in addressing the plans tactic to

increase the quality and delivery of online courses, the implementation of Folio will also directly

influence the attainment of Strategy 4.

Curriculum Integration (borrowed from:

http :// www .ala .org /acrl /standards /informationliteracycompetency # ilhed and modeled


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after http://www.nhaschools.com/schools/paragon/School%20Operations

%20Documents/Technology%20Plan.pdf)

The curriculum goals of the university should be linked to standards, such as the ones

found at Information Literacy Competency Standards for Higher Education and fully integrate

technology into the curriculum as reflected in the following table.
http://academics.georgiasouthern.edu/etc/d2l/taskforcehttp://academics.georgiasouthern.edu/etc/d2l/timelinehttp://academics.georgiasouthern.edu/etc/d2l/taskforcehttp://academics.georgiasouthern.edu/etc/d2l/timelinehttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.nhaschools.com/schools/paragon/School%20Operations%20Documents/Technology%20Plan.pdfhttp://www.nhaschools.com/schools/paragon/School%20Operations%20Documents/Technology%20Plan.pdfhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhedhttp://www.ala.org/acrl/standards/informationliteracycompetency#ilhed


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Table 4

Standards Curricula Integration Resources

Standard 1: The information

literate student determines

the nature and extent of the

information needed.

. Students employ data-

collection technologies to

gather, view, and analyze

the results for a content-

related problem.

. Students identify and

recognize the value and

differences of potential

resources in a variety of

formats (e.g., multimedia,

database, website, data

set, audio/visual, book).

LCD Projectors

Smart Boards

Internet Connectivity

Smart Classrooms

Regularly scheduled

student access to

computers required

in either a shared

space (lab/media

center) or in the

classroom


literate student accesses

needed informationeffectively and efficiently.

. Students use a variety of

digital resources to locate

information.. Students use a variety of

technology tools to

maximize the accuracy of

technology produced.

Getting Started on

Using Library

Resources(electronic and hard

copy)


literate student evaluates

information and its sources

critically and incorporates

selected information into his

or her knowledge base and

value system.

. Students evaluate

information from online

resources for accuracy

and bias.

. Students understand that

using information from a

single internet source

might result in the

reporting of erroneous

facts and that multiple

sources should always be

researched.

Eagle Source

Evaluating

Information
http://library.georgiasouthern.edu/libref/using.htmlhttp://library.georgiasouthern.edu/libref/using.htmlhttp://library.georgiasouthern.edu/libref/using.htmlhttp://www.google.com/url?q=http%3A%2F%2Flibrary.georgiasouthern.edu%2Feaglesource%2FEvaluatingInformation&sa=D&sntz=1&usg=AFQjCNElYx5zu9DyDOP8HULAmiQXZjtomghttp://www.google.com/url?q=http%3A%2F%2Flibrary.georgiasouthern.edu%2Feaglesource%2FEvaluatingInformation&sa=D&sntz=1&usg=AFQjCNElYx5zu9DyDOP8HULAmiQXZjtomghttp://www.google.com/url?q=http%3A%2F%2Flibrary.georgiasouthern.edu%2Feaglesource%2FEvaluatingInformation&sa=D&sntz=1&usg=AFQjCNElYx5zu9DyDOP8HULAmiQXZjtomghttp://library.georgiasouthern.edu/libref/using.htmlhttp://library.georgiasouthern.edu/libref/using.htmlhttp://library.georgiasouthern.edu/libref/using.htmlhttp://library.georgiasouthern.edu/libref/using.htmlhttp://library.georgiasouthern.edu/libref/using.htmlhttp://library.georgiasouthern.edu/libref/using.htmlhttp://www.google.com/url?q=http%3A%2F%2Flibrary.georgiasouthern.edu%2Feaglesource%2FEvaluatingInformation&sa=D&sntz=1&usg=AFQjCNElYx5zu9DyDOP8HULAmiQXZjtomghttp://www.google.com/url?q=http%3A%2F%2Flibrary.georgiasouthern.edu%2Feaglesource%2FEvaluatingInformation&sa=D&sntz=1&usg=AFQjCNElYx5zu9DyDOP8HULAmiQXZjtomghttp://www.google.com/url?q=http%3A%2F%2Flibrary.georgiasouthern.edu%2Feaglesource%2FEvaluatingInformation&sa=D&sntz=1&usg=AFQjCNElYx5zu9DyDOP8HULAmiQXZjtomghttp://www.google.com/url?q=http%3A%2F%2Flibrary.georgiasouthern.edu%2Feaglesource%2FEvaluatingInformation&sa=D&sntz=1&usg=AFQjCNElYx5zu9DyDOP8HULAmiQXZjtomg


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. Students evaluate

available digital resourcesand select the most

appropriate ones.


literate student understands

many of the economic, legal,

and social issues surrounding

the use of information and

accesses and uses

information ethically and

legally.

. Students understand and

describe issues related to

acceptable and

responsible use of

technology.

. Students understand and

describe issues related to

unethical use ofinformation and

communication

technologies and possible

security issues related to

e-commerce.

. Students understand,

describe, and

communicate possible

societal impacts of future

technologies.

GSU Computer Use

Policy

Copyright and

FairUse

Ongoing Evaluation (borrowedfrom GSU Technology and Information Resources Strategic

Planand personal communication from Robbie Ambler)

Making decisions concerning the purchase, continuance, or retirement of technologies is

an ongoing process at GSU. There are multiple factors involved in making these decisions.

Departments may submit their needs to the Center for Academic Technology Support (CATS)

for review. Information from usage reports and data collected anonymously from technology

surveys are also used. Some of these are off-campus national surveys involving both students

and faculty. By conducting these surveys offsite through third parties, CATS is better able to
http://jobs.georgiasouthern.edu/pdf/2050%20Information%20Technology%20and%20Computer%20Use.pdfhttp://jobs.georgiasouthern.edu/pdf/2050%20Information%20Technology%20and%20Computer%20Use.pdfhttp://www.google.com/url?q=http%3A%2F%2Facademics.georgiasouthern.edu%2Fetc%2Fproducts%2Fcopyright&sa=D&sntz=1&usg=AFQjCNHRW2DCHwkc2BKKvW1g2uUAxy1s0Qhttp://www.google.com/url?q=http%3A%2F%2Facademics.georgiasouthern.edu%2Fetc%2Fproducts%2Fcopyright&sa=D&sntz=1&usg=AFQjCNHRW2DCHwkc2BKKvW1g2uUAxy1s0Qhttps://docs.google.com/a/georgiasouthern.edu/file/d/0BwLLctNDSnVmSjI2THdXRlhWaWc/edit?pli=1https://docs.google.com/a/georgiasouthern.edu/file/d/0BwLLctNDSnVmSjI2THdXRlhWaWc/edit?pli=1http://jobs.georgiasouthern.edu/pdf/2050%20Information%20Technology%20and%20Computer%20Use.pdfhttp://jobs.georgiasouthern.edu/pdf/2050%20Information%20Technology%20and%20Computer%20Use.pdfhttp://jobs.georgiasouthern.edu/pdf/2050%20Information%20Technology%20and%20Computer%20Use.pdfhttp://jobs.georgiasouthern.edu/pdf/2050%20Information%20Technology%20and%20Computer%20Use.pdfhttp://www.google.com/url?q=http%3A%2F%2Facademics.georgiasouthern.edu%2Fetc%2Fproducts%2Fcopyright&sa=D&sntz=1&usg=AFQjCNHRW2DCHwkc2BKKvW1g2uUAxy1s0Qhttp://www.google.com/url?q=http%3A%2F%2Facademics.georgiasouthern.edu%2Fetc%2Fproducts%2Fcopyright&sa=D&sntz=1&usg=AFQjCNHRW2DCHwkc2BKKvW1g2uUAxy1s0Qhttp://www.google.com/url?q=http%3A%2F%2Facademics.georgiasouthern.edu%2Fetc%2Fproducts%2Fcopyright&sa=D&sntz=1&usg=AFQjCNHRW2DCHwkc2BKKvW1g2uUAxy1s0Qhttps://docs.google.com/a/georgiasouthern.edu/file/d/0BwLLctNDSnVmSjI2THdXRlhWaWc/edit?pli=1https://docs.google.com/a/georgiasouthern.edu/file/d/0BwLLctNDSnVmSjI2THdXRlhWaWc/edit?pli=1


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approach its evaluation process more objectively. In addition to usage reports and user surveys,

Student Tech Fees (STF) is another primary factor involved in assessing faculty and student

needs. This process involves faculty requesting items through the STF plan, and students then

approving or disapproving the requests. By incorporating all of these factors, assessing market

trends, and evaluating users attitudes and needs, the evaluation process can be conducted

effectively and without bias. This ensures that the integrity of the decision-making process

remains intact.

In addition to the ongoing evaluation of technologies by GSU, the Technology

Advancement plan will be subject to annual assessments and changes by the Vice President of

Information Technology and the Chief Information Officer in conjunction with the Presidents

Cabinet with input from the Information Technology Advisory Committee among many other

sources. It is also within the purview of the University Strategic Planning Committee to request

periodically the Vice President of Information Technology to report on the progress of this plan.

Standards (borrowed from http://services.georgiasouthern.edu/its/supportedsoftware-pc.php

andhttp://services.georgiasouthern.edu/its/supportedsoftware-mac.php)

Georgia Southern University has a plethora of installed software available, and the

majority of the software is licensed. Updates concerning software standards were last made in

September 2012. Some resources also include training opportunities and training sites listed on

the Georgia Southern University website.

Budget Resources (borrowed from http://www.uwsa.edu/olit/cio/ITplans/UW-Green%20Bay

%20IT%20Plan.pdf)
http://services.georgiasouthern.edu/its/supportedsoftware-pc.phphttp://services.georgiasouthern.edu/its/supportedsoftware-mac.phphttp://www.uwsa.edu/olit/cio/ITplans/UW-Green%20Bay%20IT%20Plan.pdfhttp://www.uwsa.edu/olit/cio/ITplans/UW-Green%20Bay%20IT%20Plan.pdfhttp://services.georgiasouthern.edu/its/supportedsoftware-pc.phphttp://services.georgiasouthern.edu/its/supportedsoftware-mac.phphttp://www.uwsa.edu/olit/cio/ITplans/UW-Green%20Bay%20IT%20Plan.pdfhttp://www.uwsa.edu/olit/cio/ITplans/UW-Green%20Bay%20IT%20Plan.pdf


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There are several sources of funding for technology: general program revenue, program

revenue, charge-backs, student fees, grants and grant overhead, contracts, and gifts. General

program revenue (GPR) is by far the largest source of funding for the campus and is used to fund

the campus infrastructure including network backbone, firewall, servers, faculty/staff desktops

and instructor workstations in classrooms. Campus-wide applications such as email, office

applications, SIS, and library systems are included as part of basic IT services. The campus

administration allocates funds to the Information Services Division to support these basic IT

services for GPR-based units. Program revenue units must pay for their hardware, software and

network services through a charge-back from CIT. The annual charge-back per workstation

covers costs of software licenses, central server space, security protection, Help Desk services,

and training. CIT orders replacement workstations for PR units every three years and charges the

units at the time of purchase. Peripheral equipment, such as printers, scanners, editing

equipment, is purchased with unit funds and ordered through CIT.

The campus receives earmarked funds from USG System to support special technology

initiatives. These funds were acquired through special legislation and will be monitored.

. General Access Funds for student general access computing lab.

. Lab/Classroom Modernization Funds for equipment used by students in classroom/lab

settings, about 50% is allocated annually for special instructional computer labs.

. Student Technology Fee is about 2% of tuition and must be used for student technology

that benefits all students Grants, grant overhead dollars, contracts and gifts have all been

used by individuals and departments to purchase hardware and software. This source of


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Updated Technology Plan Evaluation 3!


funding is not ideal because most grants and gifts are one-time revenue sources and

computer technology is not a one-time purchase.

School Pilot Project

Most students and teachers prefer traditional teaching or teacher-centered methods.

While these styles still dominate higher education, many educators are beginning to employee

more student-centered methods. With traditional teaching and assessment methods, students

focus on lecture notes and readings, from which they are assessed. Since the accompanying

assessments generally focus on these notes and readings, students responses are based on those

readings. Therefore, it is unclear whether the student has truly learned anything (Peters &

Beeson, 2010, p. 773) This is one of the primary reasons that many educators are now opting to

create a classroom environment that invites student-centered learning and one where active

participation is required.

With a learner-centered classroom, the focus shifts from teaching to learning. While

instruction quality is important, it is not the primary goal in these classrooms. Instead, the focus

is to continuously improve the quality of learning for all students, thereby shifting what the

institution takes responsibility for: from quality instruction (lecturing, talking) to student

learning. Students, the co-producers of learning, can and must take responsibility for their own

learning. (Saulnier, Landry, Longenecker, & Wagner, 2008, p. 170) This benefits both faculty

and students. Faculty benefits because students become responsible for their own learning,

which changes the role of faculty to that of a learning facilitator or coach. Students benefit

because they learn more thoroughly and quickly and retain and use knowledge and skills more


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ably, and transfer both knowledge and skills gained to their work environments but also alter

their own instructional expectations and practices. (Brown-Ferrigno & Muth, 2012, p. 2)

Because of benefits to both educators and students, a school pilot will be formed to

incorporate learner-centered instructional methods into the Smart Classrooms discussed in the

next section of this document. There are numerous ways these features can be utilized to create a

more learner-centered environment. For instance, in a bring your own device classroom, one

possibility is to have students grouped together to research different aspects of a module and

create a PowerPoint presentation that demonstrates their findings and conclusions about key

concepts. After designing the PowerPoint, students could choose a representative to display their

presentation on the Smart Board for the entire class to view. To enhance student-centered

active learning, the audience might also participate in instant polling, using a device like

Prometheans ActivExpression. Faculty is encouraged to be creative when developing these

learner-centered activities.

To make the most of this pilot, faculty members will submit their best ideas/lesson plans

with the most universal applicability for inclusion into a collection of best practices. After

review, this collection will be shared with all faculty members. This pilot not only provides a

great opportunity for faculty to learn from each other but to also be creative with technology and

showcase their best ideas. Additionally, this collection will be particularly helpful in providing

ideas to new faculty members and those who might otherwise be resistant to incorporating

student-centered learning into their own classrooms. Creating and sharing this documentation

addresses several of the primary reasons for faculty resistance to this method. These reasons

include the powerful influence of traditional teaching methods, lack of familiarity with using


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these methods, and student and faculty discomfort with embracing new changes (Johnson, et al.,

2009, p. 148).

Model Classroom Configuration

Smart Classrooms (Borrowed from CATS at:

http://academics.georgiasouthern.edu/etc/products/classroom

Below are several categorized levels of Smart Classroom installation to assist

departments when purchasing new Smart Classrooms.

Smart Classroom Levels and Pricing

Level 1 - Basic Smart Room

A Basic Smart Classroom includes a projector, projector mount, speakers with an amplifier,

manual screen, and installation with AV cabling and wall plate. A Basic Smart Classroom

installation also

includes power and two data ports.

Total Cost: $7,050

Level 2 - Complete Smart Room

A Complete Smart Classroom includes a Crestron room controller, instructor station,

projector, projector mount, speakers with an amplifier, manual screen, computer, DVD/VHS

player, document camera, and full installation with AV cabling and wall plate. A Complete

Smart Classroom installation also includes power and four data ports.

Total Cost: $24,500

Level 3 - Advanced Smart Room
http://academics.georgiasouthern.edu/etc/products/classroomhttp://academics.georgiasouthern.edu/etc/products/classroomhttp://academics.georgiasouthern.edu/etc/products/classroomhttp://academics.georgiasouthern.edu/etc/products/classroom


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An Advanced Smart Classroom includes all of the equipment found in a Level 2 Smart

Classroom plus other requirements such as Sympodiums, black out drapes, multiple

projectors, and/or enhanced audio.

Total Cost: $35,000

CATS also provides information and assistance with Smart carts, portable units that can turn

any classroom into a Smart Classroom.

Smart Cart 1: Includes a projector, cart, computer, DVD/VHS player, and security.

Total Cost: $3,500

Smart Cart 2: Includes a projector, cart, computer, DVD/VHS player, document camera, and

security.

Total Cost: $5,500

Figure 1

Rm. 3167, CIT Building

Schematic of a Smart Classroom (R. Ambler, personal communication, November 27,

2012.)


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http://academics.georgiasouthern.edu/etc/products/classroom

Facilities (modeled after CATS at Classroom Facilities)

The Center for Academic Technology Support provides Smart Classrooms on

campus. These classrooms are set up with a projector and computer. Many of these

classrooms also come with iClickers and Echo 360 screen lecture capture software. The

Smart Classroom Displayprovides an online inventory of all classrooms on campus. This

display can help determine which technologies are available in a particular classroom and
http://academics.georgiasouthern.edu/etc/products/classroomhttp://academics.georgiasouthern.edu/etc/products/classroomhttps://secure.georgiasouthern.edu/~etc/smart/display.phphttps://secure.georgiasouthern.edu/~etc/smart/display.phphttp://academics.georgiasouthern.edu/etc/products/classroomhttp://academics.georgiasouthern.edu/etc/products/classroomhttps://secure.georgiasouthern.edu/~etc/smart/display.php


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alleviate concerns about being assigned to an unfamiliar classroom. Lesson plans are

available with designated Smart Classrooms.Smart Facilities Trainingand Smart Facilities

Planningcontain more information about the facilities available on campus.

Maintenance/Support (borrowed fromhttp://services.georgiasouthern.edu/its/about.php)

Information Technology Services reports to the office of the Vice President for Information

Technology and Chief Information Officer. This department is responsible for the following:

. Support and assistance for desktop computing in both administrative and academic

environments, including equipment acquisition and repair;

. Operating system and database administration for the central campus computing

environment;

. Data and voice communications;

. Support for Banner, PeopleSoft, and related applications;

. Software support and distribution;

. Web Assistance;

. Maintenance of campus network infrastructure;

. Network and email account setup and management;

. and Management of student computing labs.

Information Technology may be contacted by phone at (912) 478-5429, by email at

[email protected], or in person on the second floor of the Henderson Library.
https://secure.georgiasouthern.edu/~etc/smart/planning.phphttps://secure.georgiasouthern.edu/~etc/smart/planning.phphttps://secure.georgiasouthern.edu/~etc/smart/planning.phphttps://secure.georgiasouthern.edu/~etc/smart/planning.phphttp://services.georgiasouthern.edu/its/about.phphttps://secure.georgiasouthern.edu/~etc/smart/planning.phphttps://secure.georgiasouthern.edu/~etc/smart/planning.phphttps://secure.georgiasouthern.edu/~etc/smart/planning.phphttp://services.georgiasouthern.edu/its/about.php


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Software Agreements (borrowed fromhttp://services.georgiasouthern.edu/its/software.php)

The software agreements Georgia Southern University currently have installed on PC

and Mac Software are listed on the GSU Website. Tables are included, showing software

the university has available. There is also training support for most of the software offered.

This information is updated on a regular basis. The PC Software Agreements were updated

in September 2012, and the Mac Software Agreements were updated in April 2012. The

tables can be found athttp://services.georgiasouthern.edu/its/software.php.

Figure 2
http://services.georgiasouthern.edu/its/software.phphttp://services.georgiasouthern.edu/its/software.phphttp://services.georgiasouthern.edu/its/software.phphttp://services.georgiasouthern.edu/its/software.phphttp://services.georgiasouthern.edu/its/software.phphttp://services.georgiasouthern.edu/its/software.php


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Non-standard software may be purchased by GSU under the USG agreement with SRS

Software located at:http://www.srs.usg.edu/

Acceptable Use Policy (borrowed from theGSU Computer Use Policy)

The Board of Regents, Appropriate Use Policy (2009-014) which charges each University

System of Georgia institution to develop policy that, at minimum, includes the Board policy

guidelines, authorizes this Information Technology Appropriate Use Policy. These guidelines

establish that the institution and its users have an obligation to abide by the following standards

of appropriate and ethical use:

. Use only those IT resources for which you have authorization

. Protect the access and integrity of IT resources

. Abide by applicable local, state, federal laws, university policies and respect the

copyrights and intellectual property rights of others, including the legal use of

copyrighted material

. Use IT resources only for their intended purpose

. Respect the privacy and personal rights of others

. Do no harm

Therefore, the following Information Technology (IT) Appropriate Use Policy (AUP)

statement defines acceptable technology and information use practices, promotes an

understanding of responsible use of university IT resources, seeks to protect the Universitys IT

resources, and preserves the relevant policies, regulations and laws. The policy is not intended to
http://www.srs.usg.edu/http://www.srs.usg.edu/http://jobs.georgiasouthern.edu/pdf/2050%20Information%20Technology%20and%20Computer%20Use.pdfhttp://www.srs.usg.edu/http://jobs.georgiasouthern.edu/pdf/2050%20Information%20Technology%20and%20Computer%20Use.pdf


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be exhaustive, and Georgia Southern University reserves the right to limit, restrict, or extend

privileges and access to its information technology resources.

Staff Development

The primary goals of effective staff development include increasing faculty and staff

knowledge of available technologies to increase overall understanding and use of technologies,

promote collaborative opportunities, stimulate ongoing and summative assessment of

technologies, and differentiate learning in the face-to-face and online classroom environments.

Currently, there are three departments on campus that offer technology and pedagogy

workshops. These departments include the Center for Academic Technology Support, the Center

for Teaching, Learning, & Scholarship, and the Center for Online Learning. It would be

beneficial to have these entities merged as a single unit where all technology and pedagogy

workshops would be offered to eliminate duplication of efforts on campus and to eliminate

confusion concerning where faculty meet for staff development purposes.

One of the most important steps for improving professional development is to engage

faculty and staff throughout the design process. Initially, this includes incorporating their input

about workshop topics and content delivered. Feedback should be obtained by conducting needs

assessment surveys, where teachers identify the technologies for which they believe they need

the most assistance, followed by a readiness assessment of faculty and staffs technology skills

prior to the commencement of workshops. This is not only vital for ensuring the workshop

meets its target audiences needs, but for identifying teachers and staff with strong technology

skills, who can then be paired as mentors with those who may need more assistance. Of course,


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this should be a continuous process where technology workshops are evaluated, participant

feedback is sought, and feedback is then incorporated into future workshops.

Once workshops are developed and ready for delivery, the focus should be on how the

content is conveyed, again ensuring that it is appropriately geared toward its target audience.

Regardless of skill sets, the training environment should be free from outside distractions and

other administrative needs. Facilities should be designated specifically for technology and

pedagogy training purposes with multiple, qualified trainers assigned to this task. It is also

important that faculty and staff understand the rationale for adding a new software tool to their

repertoire. This may entail the workshop instructor explaining how the pedagogy might be

considered when utilizing the technologies discussed in the workshop. For example, when

writing student learning objectives (SLOs) and using learning management software, the benefits

of using Blooms taxonomy could be discussed. By addressing the basis for using the new

software at the beginning of the workshop, faculty and staff immediately understand why they

should use the technology in the curriculum. This understanding is critical for full participation

and engagement throughout the workshop. This should also facilitate the cultivation of a

teaching environment where teachers are free to ask questions and experiment with technologies.

After faculty and staff understand why the technology is being incorporated into the

curriculum, the next step is to concentrate on teaching participants how to use the technology.

Again, it is vital that faculty and staff know how to use the technology prior to discussions about

its potential uses for enhancing in-class teaching and learning experiences. For this reason, it is

essential that faculty and staff be given hands-on training during the workshop. By reinforcing

the purposes for the technology in the curriculum and encouraging faculty to practice the steps as


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Finally, it is critical to provide follow-up support for faculty and staff. Workshop

instructors should discuss the best ways to troubleshoot potential technology problems that might

arise in the classroom. Written and video materials describing pedagogical strategies and

technology tools should be shared with workshop participants. Links to these materials and

Helpdesk support numbers should be provided on all academic technology sites. These website

resources should be periodically reviewed, updated, and kept current. Presently, instructional

designers are available only to the faculty entering the Center for Online Learning (COL)

Cohorts each term. To enhance faculty and staff support, make instructional technologists and

instructional designers available for consultation with all faculty on campus. However,

additional instructional support staff would be required to facilitate this action.

Conclusion and Recommendations (adaptedfromhttp://technology.pitt.edu/about/it-

plan/conclusion.html)

The accomplishments already achieved through the implementation of the technology

plan have been considerable and their impact dramatic. They have laid a sound foundation for

the systematic evolution of information technology services at GSU. The university's efforts for

reducing security risks, implementation of e-collaboration software, and the upcoming

conversion to Folio support the strategic direction that has been set and have been recognized

formally as representing best practices. The structure and standard practices that have been

implemented ensure the continued stability of the network. They will also enable future efforts

to stay on course and develop appropriate ways to support the mission of the University. By

implementing other strategies presented throughout this document, such as the learner-centered
http://technology.pitt.edu/about/it-plan/conclusion.htmlhttp://technology.pitt.edu/about/it-plan/conclusion.htmlhttp://technology.pitt.edu/about/it-plan/conclusion.htmlhttp://technology.pitt.edu/about/it-plan/conclusion.html


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References

American Library Association. (2012). ALA standards. Retrieved from

http://www.ala.org/acrl/standards/informationliteracycompetency#ilhed

Archibald, S., Coggshall, J.G., Croft, A. and Goe, L. (2011). High-quality professional

development for all teachers: Effectively allocating resources. National Comprehensive

Center for Teacher Quality: Research and Quality Brief, 1-23. Retrieved from

http://www.tqsource.org/publications/HighQualityProfessionalDevelopment.pdf

Brown-Ferrigno, T., & Muth, R. (2012). Use of learner-centered instructional

strategies in higher education: Doctoral student assessments.International Journal for

the Scholarship of Teaching and Learning, 6(2), 1-21. Retrieved from

http://academics.georgiasouthern.edu/ijsotl/v6n2/articles/PDFs/Acc%20Art_Browne-

Ferrigno%20&%20Muth.pdf

Garet, M.S., Porter, A.C., Desimone, L., Birman, B.F., and Yoon, K.S. (2001) What

makes professional development effective? Results from a national sample of teachers.

American Educational Research Journal, 38(4), 915-945. Retrieved from

http://www.jstor.org/stable/3202507

Georgia Southern University. (2012j). About IT services. Retrieved from

http://services.georgiasouthern.edu/its/about.php http://www.jstor.org/stable/3202507

Georgia Southern University. (n.d.d). Academic technology tools for collaborative

communications. Retrieved from http://academics.georgiasouthern.edu/etc/products/tools


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Updated Technology Plan Evaluation %


Georgia Southern University. (2010a). Computer use policy. Retrieved from

http://jobs.georgiasouthern.edu/pdf/2050%20Information%20Technology%20and

%20Computer%20Use.pdf

Georgia Southern University. (2008b). Eagle source: Evaluating information. Retrieved from

http://library.georgiasouthern.edu/eaglesource/EvaluatingInformation

Georgia Southern University. (2012a). Enrollment data. Retrieved from

https://www.sta.georgiasouthern.edu/sra/Enrollment/index.cfm

Georgia Southern University. (2012b). Folio taskforce. Retrieved from

http://academics.georgiasouthern.edu/etc/d2l/taskforce

Georgia Southern University. (2012c). Folio timeline. Retrieved from

http://academics.georgiasouthern.edu/etc/d2l/timeline

Georgia Southern University. (2012i). Getting Started: How to use the library. Retrieved from

http://library.georgiasouthern.edu/libref/using.html

Georgia Southern University. (n.d.d). GoogleApps resources. Retrieved from

https://sites.google.com/a/georgiasouthern.edu/google-apps-fac-staff/

Georgia Southern University. (2010b). Human resources policies and procedures. Retrieved

from

http://jobs.georgiasouthern.edu/pdf/2050%20Information%20Technology%20and

%20Computer%20Use.pdf

Georgia Southern University (2012d). Mac software - standard installed software.

Retrieved from http://services.georgiasouthern.edu/its/supportedsoftware-mac.php

Georgia Southern University. (2012e). PC software - standard installed software.


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Meill, L. and Seeskin (2011, September 29). Teachers suggest five steps to better

professional development. Chicago Catalyst News. Retrieved from http://www.catalyst-

chicago.org/news/2011/09/29/teachers-suggest-five-steps-better-professional-

development

Paragon Charter Academy. (2011). Technology plan. Retrieved from

http://www.nhaschools.com/schools/paragon/School%20Operations

%20Documents/Technology%

Peters, R., & Beeson, M. (2010). Reducing the gap between skills sought by

employers and developed by education. Political Science & Politics, 43(4), 773-777.

Saulnier, B. M., Landry Longenecker, H.E., & Wagner, T.A. (2008). From teaching to

learning: Learner centered teaching and assessment in information systems education.

Journal of Information Systems Education, 19(2), 169-174.

University of Pittsburg. (2008). Information Technology Plan. Retrieved from

https://docs.google.com/a/georgiasouthern.edu/file/d/0BwLLctNDSnVmSjI2THdXRlhW

aWc/edit?pli=1

University of Wisconsin-Green Bay. (n.d.). University of Wisconsin-Green Bay

technology plan 2010(Rep.). Retrieved from http://www.uwsa.edu/olit/cio/ITplans/UW-

Green%20Bay%20IT%20Plan.pdf


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strategies and

recommendations forincentives and professional

development resources.

the needed

competencies.

eeds

Assess)ent

Assessment is comprehensive and

contains detailed information from

hardware resources, technology

needs assessment, surveys. #t

identifies use by students and

staff, and training received and

desired.

Technology has been

assessed and analy&ed,

but may not include

summaries of

information from all

elements in the

technology surveys.

'eeds

assessment is

absent or

incomplete.

udget

esources

(udget estimates and expenses

are identified. $ro)ect, budgets

and times are listed for each

item. Specific funding

resources are described

including current and future

funding sources. #ncludes the

reallocation and employment

of resources and attached

budget figures.

(udget estimates

and expenses are

identified. Specific

funding sources are

described but are

limited to traditional

sources without

specific budget

figures.

(udget estimates,

expenses, and*or

funding resources are

absent from this

technology plan, or are

incomplete and does

not address other

incoming funding

required to implement

the plan.

Technical

-upport

This technology plan includes a

comprehensive description of the

technical requirements,

including minimum standards for

computer hardware, software, and

connectivity, and all otherservices*facilities needed to

execute successfully the stated

goals and strategies. Support for

the technology is also included in

this plan.

This technology plan

includes a general

description of the

technical

requirements needed

to executesuccessfully the

stated goals and

strategies.

Technology support

is not addressed.

This technology

plan does not

include the

technical

requirements

needed to executesuccessfully the

stated goals and

strategies.


55/55

Updated Technology Plan Evaluation


Technology

-tandardsand 5odels

0or

Technology

and Learning

$rovides clear and

comprehensive descriptionof the capabilities of

hardware and learning

environments. #t identifies

technology standards that the

computer hardware,

software, and*or connectivity

will meet. #t describes the

types of learning

environments that currently

exist and those to be createdby the plan.

$rovides a general

description of thecapabilities of hardware

and learning environments.

#t identifies some

technology standards that

the computer hardware,

software, and*or

connectivity will meet. #t

describes some types of

learning environments that

currently exist and those tobe created by the plan.

Technology

standards andmodels for

technology

learning are

absent or

incomplete.

6ngoing

Evaluation

Process

An evaluation process and

instrument are described in

detail, and is comprehensive

in nature. Assessment is

timely and tied to the goals

and strategies.

An evaluation process is

described but lacks complete

detail and comprehensiveness.

The link to goals and

strategies is not apparent.

'o formal

evaluation

process is

described.

(onclusion and

eco))endations

!onclusion and

recommendations are

thorough and

complete.

!onclusion and

recommendations are

present but not

thorough or complete.

!onclusion and*or

recommendations

are missing.

Total -core7 *+