Evaluation Planning for Action Plan

On part 2 I combined the planning and the goals however a reflection of the planning is required due to the importance of the process.
Evaluation Planning for Action Plan
Technology implementation is a continuous process that adapts to the organization's changing circumstances and includes ongoing evaluation. Effective evaluation will force planners to rethink and adapt objectives, priorities, and strategies as implementation proceeds. Continuous evaluation also facilitates making changes if aspects of the plan are not working.
Evaluating the implementation of a technology plan can be conducted by various means. Simple observations, both negative and positive, that have been made by students and teachers using the technology are the most helpful. Interviews and informal meetings with both instructors and students can draw out the lessons that both groups have learned from using the technology. A simple written survey can assist in measuring the extent to which the plan has met its original objectives and expected outcomes. The following questions should be addressed when planning the evaluation of the implementation of a technology plan:
How and when will you evaluate the impact your technology plan implementation has on student performance?
Who will be responsible for collecting ongoing data to assess the effectiveness of the plan and its implementation?
What windows of opportunity exist for reviewing the technology plan? (For example, the plan might be reviewed during curriculum review cycles.)
How will accountability for implementation be assessed?
How will you assess the level of technological proficiency gained by students, teachers, and staff?
How will you use technology to evaluate teaching and learning?
What is the key indicator of success for each component of the plan?
How will you analyze the effectiveness of disbursement decisions in light of implementation priorities?
How will you analyze implementation decisions to accommodate for changes as a result of new information and technologies?
Organizational mechanisms that need to be created that allow changes in the implementation of the technology plan and in the plan itself?
Administrative involvement and leadership are crucial to the technology planning and implementation process. If organizational leaders do not understand and support the technology plan, it will be difficult to implement and can be either intentionally or inadvertently sabotaged.
Many people perceive that without a technology champion or advocate who will take responsibility for promoting the planning process and implementing the plan, there will be no major push to make technology an integrated part of the organization. If the plan relies on only one person, however, it will almost certainly be unsuccessful. Implementation is best when tasks and duties are shared and delegated, and when individuals across the organization buy into the use of technology and the planning process.
Effective implementation of technology requires a change in culture--one that encourages people to think differently about the teaching and learning processes and the possibilities for technology use. Training and positive role modeling are important for helping to facilitate the change in attitudes and culture. Also, attention to internal and external marketing (garnering support) can help to change attitudes and build enthusiasm and participation. This kind of marketing should be based upon showing how technology will enhance the organization's purpose and goals and solve organizational and educational problems.
Flexibility is also a key ingredient of the technology planning process. Planners should set priorities, follow a timeline, and continue to evaluate progress. Yet, day-to-day demands will intervene, priorities will change, and resource availability is likely to be inconsistent. It is therefore important to be flexible, to expect the unexpected, and yet to remain committed to pushing forward the technology planning and implementation process. The plan should not be budget driven. Rather, the learning vision and organizational, technological, and educational objectives should drive the plan.