Review of Texas' Long-Range Technology Plan

The goal of Vision 2020 is to provide teachers with access to current and relevant technology, as well as the training and time necessary to implement effectively the new technologies. Train students in K through 12 to master strategies designed “to acquire information, solve problems, and communicate using technology.” Most important, training and information acquisition must be something that becomes a “24/7" concept, allowing both educators and their students access to current technology whenever and wherever. State did mandate an increase in student technology funding to be paid from the Telecommunications Infrastructure Fund (TIF.) Presently, numerous school districts across the state are working to provide their students with a school-owned laptop to be used by each student not only in the school setting, but also outside of school.

Our global world is shrinking more and more due to extensive use of technology and nations’ borders are quickly disappearing. It is commonplace to communicate electronically with people on the other side of the world in an instance and businesses have to adjust accordingly. Additionally, our society is changing drastically, becoming not only longer living, but increasingly multiethnic and diverse. As adults we have to come rely heavily on technology, most of us have computers in our homes with some sort of internet and/or satellite connections. We cannot imagine our world to be any different from it is now, and we would miss our technology devices dearly.

Our students are expert multitaskers, able to text and converse on a cell phone, while simultaneously googling information on their mobile internet. When asked about computer usage, most students responded that they enjoy any learning that involves computers, stating that this learning is more fun than standard learning. The 21st Century Learner will have to be trained for jobs that may not even exist yet, thus these learners must learn how to learn. Educators can no longer prepare students for jobs existing now, as these jobs will most likely be replaced or refined by technology still to come.

Teachers primarily use computers in their classroom to for professional development, research, or communication with colleagues and parents. However, teachers also cited a need for more technology training, with an emphasis on integration in the classroom. Another need is an onsite trainer adept in the school’s technology with the ability to provide one-one-one education and technological help. Additionally teachers declared that fast and reliable Internet capability is highly desired, along with after-school at-home access for students.


Schools must continue to create and implement student-centered learning. Students must believe that “learning for learning’s sake” is highly desirable and obtainable. Teachers must learn to become facilitators of knowledge and skills, keeping in mind that we are training our students to learn on their own as today’s jobs and careers will probably become obsolete in the near future. Schools must be innovative and provide online and distance learning opportunities via technology designed to allow students access to the global community.

Teachers must be aggressive and not intimidated by new technology. They must continuously seek out and learn about the newest technology and effective ways to implement technology into the classroom to enhance student learning; online training and distance learning are useful tools, as are local service centers. School districts must not only provide professional technological training for their staffs, but also ensure that onsite help is handy, since often educators receive the training but have little to no access to on-campus help during the implementation process.

School leaders must assess what training and development is needed on their respective campuses via educator surveys. Once the needs are determined, professional training and education must be provided either on-site or via the local service center. It is also essential that a multi-level strategy is used, as every staff will possess members whose technological skills and experience range from little-to-none to very advanced. School leaders must also ensure adequate funding of this development is in place and provide not only onsite help via a campus “trainer” for staff members, but also sufficient time for educators to implement and effectively use the new technologies and strategies.

Effective and funded infrastructures are essential to the 21st Century Learner. This infrastructure must include a reliable system of funding, including rural areas, especially considering the loss of TIF funds in recent years. Also needed is high-speed and reliable Internet connection, including one that is available to students and faculty anytime, anywhere. Last, but certainly not least, people are needed to ensure that implementation of the technology is accurate, effective, and as easy as possible.

The Study of Needs pinpointed several goals to pursue, as well as a variety of issues to clarify to ensure that TEA’s long-range technology plan is successful. These goals include developing a dependable funding model, which is an interesting thought since the Texas Legislature cannot agree on Texas school funding. Another goal is to ensure leadership and support via TEA, Region Service Centers, and the district’s administrators. Effective strategies formulated and agreed upon by a district’s administration and campus leaders to measure how students are progressing on the required technology proficiencies set for by the technology plan. Finally, telecommunications discounts allowing for purchase of new technologies by school districts need to continue, as do software compatibility or the creation of more shared technology like OpenOffice.

Becoming familiar with the state’s long-term technology plans allow instructional leaders to play a larger role in the implementation and facilitation of new technology at their respective campuses. This familiarity will also act as a catalyst to spur on instructional leaders to seek out innovation and new professional development opportunities, which will allow for easier and more effective implementation of new technology, thus ensuring the creation of learning communities with student-centered learning.