Yet this approach emphasized the effective installation of all of the component parts of the programs over time, rather than only achievement scores on a one-shot basis. Today's situation of technology in education resembles the situation faced by the hallmark reform programs of the '60s. Before we can determine the impact of the technology on the learning process and achievement, we must make certain that all of the moving parts are implemented correctly. I am not recommending that each school system do qualitative evaluations and checklists of technology-embedded programs. Over the last decade, much has been learned about planning and managing technology.
Implementation is an organizational process more than it is a technical one.
Most of the problems with technology effectiveness are organizational, not technical. The problems stem from the various stakeholders, like technology departments, schools, curriculum groups and vendors implementing independently of each other. Should demand a five-year rolling technology plan that is linked to its strategic goals. This practice will force the district to make mid-course corrections, as the technology rarely works as planned. It should be recognized that program implementations are multi-year efforts.