|
|
The Technology Support Index (TSI) assessment is a tool for schools and districts to profile their technology support programs and to provide solutions based on those unique profiles. Two assumptions are built into the use of the TSI: First, that all districts have in place or are planning network infrastructure to every classroom. The TSI does not address the need for infrastructure. Second, we assume that all four domains of support are required. There is a relationship between the four domains — spectacular work in one domain will impact the need for work in another (e.g., staffing vs. standards). It is assumed, however, that a minimum threshold is required in each domain.
The four domains of support described in the TSI are:
Equipment Standards — Focuses upon consistent equipment and software decisions that can directly impact the quality of support provided. Staffing and Processes — Addresses technical assistance staffing and the support practices used that can impact efficiencies in support. Professional Development — Considers how strong professional development can change the nature organizational support requirement and impact a team's ability to provide support. Enterprise Management — Identifies strategies that capitalize upon the technology itself to provide strong support.
A school's or district's ability to address each strategy and overall
domain can be described in terms of efficiency. Higher-efficiency
strategies result in more reliable technology support at relatively
lower levels of effort. These levels are broad generalizations, and
districts may accept some tradeoffs in efficiency against other
educational objectives. However, the levels of efficiency can help
districts understand where they may want to focus their improvement
efforts.
Low efficiency — A strategy or domain that needs attention and
improvement. Low-efficiency strategies result in duplication of effort
or other costs that ultimately produce unsatisfactory results in terms
of technology support. Moderate efficiency — These strategies address major technical
support issues, but with incomplete implementation or inadequate
resources. While moderately efficient strategies may allow a lower
short-term commitment of resources or greater flexibility in technology
use, over time these benefits must be weighed against long-term
expenditures and the effects of lower levels of support on teacher and
student productivity. Satisfactory efficiency — These strategies are generally effective in
sustaining the technology infrastructure and promoting the integration
of technology in teaching and learning. However, savings in time and
effort and improvements in service are still possible. Some districts
may choose this level of efficiency as optimum for some domains,
accepting a certain amount of redundancy as the price of flexibility in
technology use. High efficiency — These strategies make the most of available
technology support resources. Emergent problems are rapidly detected,
solutions are quickly implemented, and problem sources are identified
and corrected. High-efficiency systems tend to be simple and structured
and may offer less flexibility than alternatives. However, depending on
the domain, these strategies may result in substantial savings in time
and money.
In addition to efficiency,
fiscal Implications are also included. For each strategy in the TSI general fiscal implications are identified with dollar signs ($$$). Many strategies are fiscally neutral, while others will have significant fiscal impact ($$$$$). Recommendations will be provided with the least costly recommendations listed first.
To obtain a printable version of the rubric on which the assessment is based, click the TSI (pdf) button below. Adobe® Acrobat® Reader® is required to view this report; get Acrobat Reader.
If you are ready to profile your district and obtain your technology action plan for improvement, click the Profile Your District/School button below.
|
