Strategic planning for school ICT - there be dragons there

Strategic planning is a well meaning strategy for school to manage the very real complexity of change. It creates a nice logical structure, but hidden within the process are some very real dragons that can smite well intentioned school administrators setting out on this voyage of school improvement.

Here are the typical stages for strategic planning for the use of ICT. First, the happy scenario without the dragons.

1. Assess where you are
A small team of leaders and special interest people review what happens in the use of ICT, maybe surveying staff and consulting teachers.
2. Identify where you want to be
The planning group explore reasonable next steps for development based on what exists and what is desired.
3. Identify actions
The planning group in consultation with staff decide on actions to improve the program.
4. Document the plan
The details of what is planned are documented and distributed.
5. Implement the plan
The teachers and others involved in the implementation proceed with the agreed plan.
6. Review what you have achieved
The planning group or another group survey, measure and and assess how much improvement has occurred the the cycle of improvement starts again.

When dragons exist, and they usually do, they smite the unsuspecting sailor who is simply trying to get from A to B. This is what might happen to the strategic planning process.

Stages 1-4
The planning group of leadership people and enthusiasts for ICT may not have the same perspective as that of the average teacher and so may proceed without understanding the impediments. They may be influenced by technology enthusiasts in the planning group rather than the curriculum leaders. Dragon 1, experts leading the way. Planning stages 1-4 assume that the planning group and those they consult with actually know the direction the development should take. There is a sense of confidence about actions to take that is not justified. Dragon 2, a false sense of clear direction. Planning by a small group of people with a mission can easily become too ambitious and complex as the planning process takes on a life of its own. Dragon 3, excessive complexity. This dragon is particularly dangerous because its existence is used to justify a planning group doing most of the thinking because it is too complex to interest normal teachers.

Stage 5
This may be the first time the general teacher population are really engaged with the changes, and they may not be happy or committed. Dragon 4, disengaged teachers.

Here are some steps that will help avoid the dragons.

Dragon 3 - excessive complexity
Settle on a small number of objectives that are directly related to student learning. For example:
Primary benefits of technology in learning: students achieve higher levels of: [from the Florida Matrix]

• Active engagement in learning - choosing, selecting, pursuing topics
• Collaboration with peers, experts, near and far
• Constructive activities to build understanding, sharing, publishing
• Authentic learning engaging with real world issues beyond the school
• Goal directed planning, monitoring, reviewing - metacognition

I think these five elements adequately sum up how ICT can benefit learning. Teachers understand them all. They are widely accepted and are unlikely to change very much, and are not dependent on any particular technology.

Dragon 1: experts leading they way
Listen to experts by all means, but test their input with teachers all the way along. Last year's solution might not work now.
Dragon 2: a false sense of clear direction
Test innovations in the classroom before adopting them, gaining supporters along the way. Gain commitment to it being a learning process for classroom practice, not simply the implementation of a set procedure.
Dragon 4: disengaged teachers
Involve teachers all along the way in change they can observe in students.

To the unwary, the six step strategic planning process is a risky way to plan a voyage into unfamiliar territory.

Image: Baylee46