Jim+Hirsch+-+Planning+and+Implementation

**Transmogrifying: Creating Student-Friendly Digital Schools** Planning and implementation begin with a common understanding of the district vision, mission and goals. Throughout this session, remind yourselves of what you are planning to accomplish by your implementation of technology resources for student and teacher use. Resist the temptation to let your plan wander from the core objectives supporting your vision. While it sometimes is fun to implement technology simply because it's new, you have the funding, or you read about it in the latest professional journal - those reasons seldom culminate in a project that demonstrates a good return on investment and improved student achievement and engagement.

Technology in education is not new and the new technologies we have available to consider placing in our classrooms today will not improve student achievement any more than the earliest classroom technologies from the 1970s if the fidelity of our implementations is lacking.

A portion of our work at this conference will involve "imagineering", a concept created by the Alcoa Corporation in the early 1940s that combines imagination and engineering. This is more substantial than simply brainstorming since it involves some consideration of how to accomplish what is wished for. In technology planning, imagineering can be a powerful tool to engage all stakeholders in valuable discussions.

Are You Ready? To avoid obsolescence and irrelevance? To be an architect of the future? To embrace and lead the change necessary to implement your vision? If so, consider that effectively leading change means you recognize that the people involved with the change need more managing than the "change" itself. Participants will reflect on commonly held beliefs regarding the rate of technology advancement, obsolescence, goals in education, collaboration, multitasking, learning cultures and related topics. This reflection is important in helping recognize how to "get in the zone" as you head back home and have similar discussions around your vision for student learning with other stakeholders.
 * Part 1 .::. Presenter-led Discussion .::. Change Readiness in Front of Planning and Implementation**
 * "If you want to go quickly, go alone. If you want to go far, go together" - African proverb**

Readiness for change definitely lies within an easily observed continuum. As a leader, through increased awareness of your own, and others' differing change styles and preferences, you can help your school or district do more than just handle change, you can create an organization that embraces continuous improvement through it. Using three levels of change readiness dimensions - Developing, Proficient, and Advanced - determine the relative "transmogrification index" of your table team.
 * Task 1 .::. Readiness Indicators for Your Vision to Reality Change**

__**Task**__: Reach agreement on the readiness level of your table regarding the ten indicators listed on the Readiness Indicators for Your "Vision to Reality" Change handout. Record your responses on the online form found on the "Are You Ready?" page.

Imagineering - blending creativity with innovative technology. Participants will experience an important component in technology planning - utilizing the voices of all stakeholders. Creating a formal plan for technology use within an organization can be completely disconnected from the day-to-day work of the organization without proper leadership and culture development. Using a relatively simple format, involving all stakeholders can be a rewarding and illuminating activity to start the planning process.
 * Part 2 .::. Presenter-led Discussion .::. Bringing the Voices Together**

More than a survey and sometimes full of surprises, getting stakeholders involved in a conversation consisting of only three questions brings everyone outside of their typical thinking zone in a hurry. You need a recorder who is a good listener and a facilitator who keeps the conversation going and brings a touch of reality to the participants as they describe how wonderful learning could be for students if only.....
 * Task 2 .::. The Three-Question Technology Plan**

__**Task**__: Use The Three-Question Technology Plan handout to form the context of the conversation with your table team. One person needs to be the facilitator to keep the discussion on-track and on-time, while the recorder needs to have a keen ear and fast fingers to keep a running account of the ideas brought forward. Travel to the "Imagineering" page for more details on this task.

Proper planning typically ensures fidelity of implementation, which ultimately results in the improvement of student learning.
 * Part 3 .::. Presenter-led Discussion .::. Planning and Implementation**

Given the result of an imagineering process, how do you go about planning and implementing for the greatest chance of success? Participants will combine the skills practiced in leading change and identifying likely technology initiatives with suggested processes for planning and implementing.
 * Task 3 .::. Scenarios for Planning and Implementation**

__**Task**__: Participants will choose from a variety of scenarios and practice completing puzzle pieces and the Essential Conditions poster. Choose the "Planning" page for detail on the activity using the Technology and Planning handout along with the soon to be released Essential Conditions handout.

**Post any questions you have for Jim regarding planning and implementation in the discussion tab above.**

 * TodaysMeet backchannel discussion area for Jim's session** (hashtag #lowfjim)


 * Additional Resources:**
 * **Slides used for the presentation> **
 * **Personal Computing: Learning @ Every Student site**
 * **Open Technology Resources site**

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