1.0, 1.0n, 2.0, 3.0, 3.1, 3.2, SB, 4.0, 4.1, 4.2, 5.0, NAIS.
We have retained the editing drafts of this document for demonstration purposes (they are locked to editing).

Planning meeting for the Denver presentation: PGP Presentation Planning Notes

[This is the first draft of "Principles of Good Practice for Technology" being written by an NAIS committee: The NAIS Technology Task Force on 21st century Curriculum and Technology. We welcome your comments on the discussion page. The draft approved by the committee will be sent to the NAIS board for adoption.--Albert Throckmorton, task force chair.]


1. The school has a clearly articulated vision for how technology is used to support learning.

2. Technology supports the mission and goals of the school.

3. The key IT leaders are part of the central school administrative leadership team.

4. The school cultivates technology leadership within the school community among all stakeholders.

The school should be seen as a leader in the way people learn Technology changes, and the vision for technology will need to change too. The fundamental role of the leader requires changing vision.

5. Schools provide equitable access to technology among stakeholders.


The school recognizes that technology can tranform the way we teach and learn; and changes the roles of teachers & students.

Doing things that weren't possible before

Learning is more student-centric with technology.

The school will constantly strive to improve learning using technology.

21st century learning is impossible without technology.

Productivity and communication tools change the nature of pedagogy. The learning environment is different.

The dynamics of the classroom change as technology becomes more prevalent and essential.

Learning targets the acquisition of 21st c. skills using 21st c. technologies.

Learning involves 21st c. skills, a 21st c. rich environment, and 21st c. literacies.

collaboration, media literacy, problem-solving, critical thinking, research skills, self-direction, and global awareness.

Students are using technology in authentic hands-on ways.

The school selects only those technologies that enhance the learning environment. (trying to say "don't buy the bells and whistles just 'cause you have the money", instead purposeful use of technology)


Classroom teachers embrace technology tools in the delivery of instruction, and technology integration is part of the teacher's tool-set.

Delivery of instruction embraces 21st c. skills.

Technology supports the diverse learning styles and needs of students.

Technology is implemented in a developmentally-appropriate manner (see appendix A). Be aware of the age, be aware of the learning style.

Educators integrate/infuse meaningful technology within the curriculum. Curriculum drives technology use, not vice versa

Schools understand that teaching with technology as well as teaching appropriate use of technology is important.

fluency proficiency infuse

Technology fluency (info literacy) is the responsibility of all educators

Professional Development

The school sets expectations for skills and proficiencies and provides the means to achieve them.

The school budgets for and provides the necessary resources

Technology is an essential part of professional growth

Educators recognize their responsibility to acquire skills and keep current on technology instructional developments in their subject areas.

Change the culture of professional development. Teachers learn from each other. Communities of learning.

Technology should be included in the definition of professional growth targets.

Educators aquire necessary technology skills in their work to integrate technology into curriculum.

Technology is an inevitable, integral part of the school.

Every teacher needs to acquire and use these tools.

Character Development

The school educates students, teachers, and parents about the safe, ethical, and appropriate use of technology resources.

(action step: AUP in place?)

Students are taught critical internet skills.


The school regularly evaluates how technology contributes to the school's program. (move to leadership?)

Technology is included in strategic planning and evaluation of school programs. (move to leadership?)

The school involves stakeholders in assessing how technology contributes to student learning. Technology may enhance how we assess learning.

The school works to align itself with nationally recognized standards and benchmarks.

The school solicits input into the success of its technology initiatives from all community members: students, parents, teachers, staff, and others.

Infrastructure and Administrative Operations

The school uses technology to support efficient administrative operations.

The school has adequate technology staffing and/or consultants consistent with its size and operations.

All aspects of the school's technology infrastructure are documented and protocols are in place to recover from network issues both minor and major.

The school stores all important data securely and backs up the data consistent with best practices.

The school budgets adequately for technology.

Discussion & Suggestions for PGP Statements


1. The school recognizes the priorities of computer proficiency for all students growing up in the 21st century.

2. The school adheres to the best practice of having the key technology leader as part of the Administrative team.

3. The school operates under a clear set of practices for integrating technology throughout the curriculum and encouraging teachers to pioneer curriculum integration projects.

4. The school respects the financial needs of families with limited computer or Internet access and works proactively to address these equity needs.

5. The school recognizes that the most compelling issues regarding technology in the 21st century are educational rather than purely administrative and this is reflected in the key technology leader within the school.

6. The school respects and affirms the principle that faculty training is the most important priority in moving a school forward.

7. The school seeks to make the technology budget (including tech salaries) approach or exceed 5% of the total operating budget of the school.

8. The school adheres to a clear set of practices to ensure that the issues of gender equity are addressed regarding technology in a meaningful way.

First draft posted by Steve Bergen 3/17/06, both here and on with the hope that both Paul Revere and Malcolm Gladwell would appreciate the need for Independent School to start "walking the walk" more proactively and more aggressively.


As I can not participate in the conversation on the 22nd, let me toss out some thoughts to add to the discussion. No particular order at this time. Chris Atwood:

  • The success of our students in higher education and the workplace beyond will depend to a great degree on their will, their perception, and their agility to adapt to new learning models and environments. Thus, each school must conduct herself within the digital framework of a modern education, by infusing advanced communication technologies into her curriculum and community living.
  • School leadership need not attain the same technical proficiency with classroom tech tools as their teachers, but they must fully comprehend the value of such tools in the teaching and learning process, and be able to clearly articulate its value to students in the 21st Century
  • School leadership must appreciate how a technology enhanced curriculum may contribute to the marketing of the school
  • School leadership must fully understand and communicate vertically the financial burden upon the school to establish, maintain, develop, and sustain complex learning networks
  • School leadership must protect its mission-critical digital resources through proper funding of skilled personnel as well as the acquisition, installation, maintenance and development of appropriate hardware and software to serve the community mission
  • School leadership must develop technology plans in 3-5 year intervals in order to assist Trustees in developing a financial plan
  • School leadership must involve key school authorities when designing, constructing or upgrading classroom facilities such that these facilities accurately reflect the school’s ongoing commitment to technology for teaching and learning
  • School leadership must create an internal professional development program and team leader to communicate the value of a new paradigm in teacher training for the 21st century
  • School leadership must work with fundraisers and grant programs to empower the teachers and learners with a sustained commitment to technology enhanced learning
  • School leadership must publicly acknowledge and support the extra training required by teachers to build and maintain a technology enhanced curriculum
  • School leadership must properly equip learning spaces such as classrooms, laboratories, studios, auditoriums, and meeting rooms with modern instructional resources


1. Technology is here to stay and will continue to be a factor in shaping our professional and personal lives. Where else will students learn about ethical, discerning, appropriate use of information technology if not in school?

2. In addition to instructional use of technology, (teaching with technology), student productivity is greatly improved by technology and sometimes we think first of teaching benefits. We are all in schools that have rigorous programs and, chances are, fairly heavy doses of homework. Students need computers to be productive, to write/publish/present/research/plan/calculate/brainstorm/edit/analyze, etc. just as teachers and administrators need computers to be productive.


  • The school uses the recommendations of current research into best practices in technology integration.
  • Both administrators and technology staff decide what technology skills get taught and when (not just another elective break for teachers, especially in 3 year old kindergarten).
  • The school allocates funding to the training of teachers and staff into the use of technology.
  • The school highlights best practices of technology in the classroom and uses peers to encourage continued improvement in technology integration.
  • Administrators hold teachers accountable for integrating technology in the classroom (do we specify how? yearly evals? stated expectations? Or let schools make this call themselves?)
  • Kevin's nine staff members - too many for some schools (K-4 montessori?). Instead, a PGP that suggests centralized IT staff, so that a science teacher isn't also the webmaster while the repairs are done by another teacher when she has the time and the training is done by whomever went to the latest conference. Tech responsibilities cannot be piecemealed as if they were lunch duty or carpool, etc.
  • Identify Tech's position among the traditional departments at a school. If you go to 50 school web sites, you'll see a dozen or so different places Technology is stuck (as an acad dept, on par with Athletics or Admission, etc.).


In no particular order. Some of this is reflected in Steve's, though slightly different here. These are not stated as PGPs however.


  1. The key technology leader for a school should be an educator and administrator first, and a technician second.
  2. IT leadership differs from school leadership but the traditional educational leadership of the school must be involved in IT leadership. The academic deans, department heads and Head must be informed, involved and engaged.
  3. The key IT leader must be part of the central school administrative leadership team.
  4. Appropriate technology leadership includes a way for all constituencies to have a voice and to receive feedback.

Vision - (Some of these terms are iR consulting concepts that I briefly explain here. )

  1. The IT leadership must create and communicate a clear technology vision for the school.
  2. "Everyone, everywhere" - the advantages that technology can bring must be available to all, and conversely, no one can opt out of the changes. (Very much NOT the same thing as Anytime, Anywhere).
  3. "User-based planning" The IT leadership must seek to make decisions based on what the users need, not on what the IT leader like or want to support.
  4. "Distributed support" Schools lessen the support crisis by empowering, freeing and training users, not by restricting use.
  5. IT multi-culturalism - In general, the advantages of heterogenous and multi-platform environments far outweigh the disadvantages for the same reasons as multi-culturalism over segregation. There is no "right brand, right software, right platform". General standards are useful, but freedom to experiment, share and grow is also essential.

IT Department

  1. The principle mission of an IT department is to support use, not users. It is about supporting access, supporting the vision concepts and organizing training - not repairing hardware, maintaining servers and enforcing passwords.
  2. There are at least nine full time IT tasks on any school campus. To the degree that there are not full time IT personnel, some tasks remain undone, and the school suffers the consequences.


I agree with other statements about the need for school’s to embrace technology for the sake of students entering colleges and the workplace.

I would suggest some statement about the reason schools should employ technology. For example:

“The primary role of technology in schools should be to enhance the teaching and learning process. All related aspects (funding, training, infrastructure, etc.) should be dedicated to supporting the integration of technology into the learning process.”

Also, I suggest :

“Schools should strive for the meaningful integration of technology into the curriculum as a means to make the implementation of teaching practices more efficient, varied, interesting, and student-centered.”

I also feel that school leadership does need attain the same technical proficiency with technology tools as classroom teachers if they are truly going to be in position to lead the meaningful integration of technology in the curriculum.


School leadership recognizes the unique challenges and opportunities rapid technology changes present to all stakeholders and actively seeks to address them.

The schools' instructional program addresses ways in which technology empowers individuals to create and share content with a global audience.

The school makes appropriate provision for evaluating emerging technologies' application to its mission.

School leadership makes sustainable long term plans for finanncing school technology commitments.

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