Technology and its applications are ever changing. The dynamic nature of modern technological possibilities, fueled by the rapid rate of change, enables educators to become visionaries and agents of change. This process serves as a catalyst leading to meaningful systemic change. The Hopatcong School District’s vision of technology has a unifying theme: it addresses both “what is” and “what could and should be” as the implementation of technology across the entire district including the administration and curriculum, continues to move forward. Since technology is not static, the collective vision of this implementation will necessitate constant reevaluation. The district Technology Committee is committed to annually plan assessments and modifications. A cadre of leaders will continue to participate in both the visionary and the practical sides of the technology plan. This participatory process is already ongoing in Hopatcong, having moved forward since the original technology plan was approved in 1997.

This shared leadership and collective vision assists the school district in addressing the NJCCS standards in the areas of technological accessibility, strategies for learning, presentations, problem solving, and decision-making. Not only does this plan call for the utilization of technology by students in their pursuit of learning, but also by the faculty and the administration. The district anticipates the integration of technology in administrative responsibilities, library and research activities, networking configurations and general communication such as electronic mail systems. Additionally, the capability for distance learning and video conferencing is substantial and is factored into district infrastructure capacity. The sum of these capabilities creates an environment conducive to discovery and lifelong learning for the entire Hopatcong community.

Every curriculum will also reflect the district’s effort to utilize technology as a prime strategy for learning and teaching. Hopatcong is committed to the integration of technology rather than teaching various technologies as discrete skills. These technologies will support and refine curricular objectives. The district’s emphasis will be on technology as an instructional strategy: an invisible resource as accessible as a pen or paper. Inherent in this notion of pedagogy, is the end of the teacher’s role as the “sage on the stage.” The teacher, in this new technological age, will be seen more as a coach or “guide on the side” as students assume more responsibility for their learning and become more active in the classroom. Learning will be activity oriented and project driven. Furthermore, assessment procedures will evolve to become aligned with the new strategies. Portfolios, presentations and other forms of authentic assessment will demonstrate the proficiency level of the students. These processes, like technology itself, are dynamic.

In order to achieve the desired integration of technology, the following areas of concern will be addressed. First, the entire staff will need to continue sustained training so that teaching strategies will reflect the district’s commitment to emerging pedagogies. Ongoing staff development is a key element in the successful implementation of any technology plan. The district needs flexible facilities so that the cost of computer furniture, power, lighting, wall space, networking, flooring, and noise reduction are also considered part of the plan. Software purchases must focus on operating consistency and must help address the goals of the Core Curriculum Content Standards. Technical support is crucial to an effective program and staff technologists must demonstrate excellent communication skills, and be able to troubleshoot existing and future hardware/software configurations. For this technology plan to be successful, the Board of Education and the Administration in addition to the community at large must continue to value the direction in which the district is moving. Budgetary support of this plan is essential to the success of its implementation. Finally, ongoing evaluation provides a frame of reference for the implementation of district technology initiatives. Such an audit helps the district focus on the skills, attitudes, applications, and understanding necessary to move forward and makes adjustments to goals and strategies as appropriate.