In recent years state legislative bodies have entered the foray of technology development in schools. Spending and planning initiatives have been created to encourage schools to make technology part of the fabric of schools. Along with research and current practices, legislative initiatives have much to offer the work of envisioning how technology will be developed in the schools. When we examine the clues availed by current practices, research findings, and legislative initiatives and then make of them a foil against which to shape a vision for our school, we generate a high probability that the ensuing vision will serve our students and ourselves well. We will ensure, moreover, that the vision will translate effectively into a plan for technology development within the school.
Experience is the second area which shapes the vision.
The experience of technology in the school will go a long way in guiding the vision schools develop with respect to technology, teaching, and learning. Of course, there are times when the experience of technology is a negative one. For example, although technology is made available to teachers, the training needed to help teachers use it has been missing. Or, the interest in technology starts out high in the beginning only to shift to disinterest when resources are either not well directed or not forthcoming. It may be that the role of technology in the teaching and learning process has not been articulated and enabled.