Investing in the Future: How Leaders Tackle Technology Planning
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This edLeader Panel is presented by CoSN and AASA.
Sponsored by ClassLink
Technology defines modern society. From the recent introduction of AI and the indispensable tools that provide student progress data, augment instruction, and enable both students and teachers to work more efficiently, technology innovation has become fundamental to learning and effective instruction. “It’s almost a civil rights issue for our students to be able to have access to technology,” said Krestin Bahr, Superintendent of Peninsula School District 401 in Washington.
What is the best way to plan for technology? How do you ensure investments gain support and make a difference? In the edLeader Panel “Strategic Technology Planning and Investment: Aligning Priorities, Costs, and Outcomes,” three superintendents discussed future planning and how to measure technology value in K-12 education. They highlighted best practices for balancing:
- Total cost of ownership
- Student outcomes and budgeting
- The value of investment
Addressing Total Cost of Ownership
Communicating the total cost of ownership to cabinets and boards is critical for justifying technology investments and operational costs. Dr. Bryan Duffie, Superintendent of Alma School District in Arkansas, explained district leaders have communicated the total cost of ownership over five years. “We rely heavily on E-Rate. Staff are aware of the grants provided there . . . and the dedicated amount of our budget for technology purchases.”
In addition to keeping staff and educators informed of total costs, being very public about technology helped Bahr build buy-in and support. She described working with “our chamber of commerce, board, and city so that they understand the work that we’re doing in schools and how important it is to make sure that we have a pre-K–12 program that embeds technology at every level.” Doing so helped gain support for an extra levy to fund technology over the next six years.
Improving Outcomes and Minding Budgets
Balancing student outcomes and budget constraints requires careful planning, the use of data, and a strategic mindset to reframe budget challenges as opportunities. Determining whether “it’s financially justified or not, and just reaching that decision point with your community, with your board, with your senior team involves showing anecdotally and through data how powerful the technology is and what kind of results you’re getting with it,” said Dr. Doug Brubaker, Superintendent of Texarkana Independent School District in Texas.
Texarkana leaders use the SAMR Model, a framework developed to help educators integrate technology into teaching and learning. They evaluate how technology impacts instruction and student engagement with four key elements: substitution, augmentation, modification, and redefinition. Essentially, will the technology substitute, enhance, modify, or offer an entirely new approach to what is currently used?
Getting Your Return on Investment
Assessing the value of technology investments, both quantitatively and qualitatively, should drive decision making. “The challenge for me is sustainability,” said Duffie. As budget sources change—and sometimes get tighter—planning for the future becomes a little like predicting next year’s weather. “How do you sustain it over 10 years and still have the quality devices and software that will be there? We don’t know what the next software will be in two years,” continued Duffie.
Peninsula district leaders begin by ensuring the investment aligns with overall district goals and its vision for innovation. Evaluating the difference between “need” and “want” is essential because the technologies that withstand time infiltrate day-to-day necessities and remain closely aligned with school goals. Using tools like CoSN’s methodology flow chart, project cost estimator, and project benefits workbook, leaders can better predict costs and value for making better decisions. Then, “we keep track of survey data and invest in professional development around technology as much as we can,” said Bahr.
Technology evolves quickly, and not every leader can keep a pulse on what’s best. Leaning on fellow teachers, school administrators, and stakeholders helps. “There’s never been a better time for us to work together . . . you don’t have to do this alone in your one district. We are a community,” reiterated Bahr.
Learn more about this edWeb broadcast, Strategic Technology Planning and Investment: Aligning Priorities, Costs, and Outcomes, presented by CoSN and AASA, and sponsored by ClassLink.
Watch the Recording Listen to the Podcast
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Super-Connected is a free professional learning community for school superintendents, district leadership, and aspiring district leaders.
AASA is the premier association for school system leaders and serves as the national voice for public education and district leadership on Capitol Hill.
CoSN (the Consortium for School Networking) is the premier professional association for school system technology leaders. CoSN provides thought leadership resources, community, best practices and advocacy tools to help leaders succeed in the digital transformation. CoSN represents over 13 million students in school districts nationwide and continues to grow as a powerful and influential voice in K-12 education.
ClassLink is a global education provider of identity and analytics products that create more time for learning and help schools better understand digital engagement. As leading advocates for open data standards, we offer instant access to apps and files with single sign-on, streamline class rostering, automate account provisioning, and provide actionable analytics. ClassLink empowers 19 million students and staff in over 2,500 school systems. Visit classlink.com to learn more.
Article by Suzanne Bell, based on this edLeader Panel
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