1.1. Technology planning
Schools that are successful in integrating technology into the curriculum are often guided by a comprehensive technology use plan (TUP). These plans do more than provide a blueprint to the sequence of events the school hopes to achieve. The plans also describe the overall philosophy of technology use and explore how technology will improve teaching and learning.
In this study, technology planning was operationalized from the teacher’s perspective to include the teacher’s role in creating the technology use plan, familiarity with the published vision, and the belief that the plan considers his/her needs. From the administrator’s perspective, it was operationalized to include three components: strategic, teaching/learning and operational. In terms of the strategic component, this included the extent to which the plan stated a vision and involved stakeholders, which may be the most important action regarding technology planning (Anderson, 1996). The teaching and learning component of the TUP covered instructional inno-vation. The operational component of the TUP included technology maintenance and support, the presence of an action plan and timeline, and facility infrastructure, configuration, and funding issues. Also included were the extent to which technology decision are based on the official TUP,