Alabama’s five-year technology plan anticipates that all teachers and administrators will become adept at integrating technology into daily teaching, learning and school leadership.

Excerpted from: IMPACT: Indicators for Measuring Progress in Advancing Classroom Technology – The Alabama K-12 Technology Plan (2007-2012), published July 2006

“The purpose of the IMPACT document is to make recommendations for all stakeholders’ effective use and integration of technology in the classroom and to provide guidelines for the creation of a unified technological infrastructure that supports 21st century learning. It also seeks to foster the development and the implementation of instructional and pedagogical professional development in technological and digital learning. Administrators and teachers can then have access to information that will enable them to make data‐driven decisions and improve student learning. Although the recommendations and benchmarks in this document contain the essential conditions necessary to use technology such as funding, support, and training, the primary focus of IMPACT is to promote collaborative, student‐generated, and meaningful learning.”

The four goals for Alabama IMPACT are:

Goal 1: All Alabama students, teachers, and administrators will effectively use technology as an integrated tool for teaching, leading, and learning to master local, state, and national standards.

Goal 2: All Alabama students, teachers, and administrators will benefit from a broad range of educational opportunities and resources through the use of technology.

Goal 3: All Alabama teachers and administrators benefit from high‐quality, research‐based professional development and supports necessary to achieve local, state, and national standards and courses of study.

Goal 4: All Alabama students, teachers, and administrators will have access to the appropriate technology resources and infrastructure necessary to support teaching, leading, and learning.

Alabama State Technology Standards for Teachers

1. Identify and evaluate technology resources and technical assistance, (i.e., those available online and on site within a school and district setting).
2. Assess advantages and limitations of current and emerging technologies, and online/software content to facilitate teaching and student learning.
3. Develop and implement a classroom management plan to ensure equitable and effective student access to available technology resources.
4. Model safe, responsible, legal, and ethical use of technology and implement school and district acceptable‐use policies including fair‐use and copyright guidelines and Internet user protection policies.
5. Design, implement, and assess learner‐centered lessons and units that use appropriate and effective practices in teaching and learning with technology.
6. Use technology tools (including, but not limited to, spreadsheets, Web page development, digital video, the Internet, and email) for instruction, student assessment, management, reporting purposes, and communication with parents/guardians of students.
7. Facilitate students’ individual and collaborative use of technologies (including, but not limited to, spreadsheets, Web page development, digital video, the Internet, and email) to locate, collect, create, produce, communicate, and present information.
8. Design, manage, and facilitate learning experiences incorporating technologies that are responsive to diversity of learners, learning styles and special needs of all students (e.g., assistive technologies for students with special needs).
9. Evaluate students’ technology proficiency and students’ technology‐based products within curricular areas.
10. Use technology to enhance professional growth (e.g., through accessing Web based information, online collaboration with other educators and experts, and online professional courses).

Alabama State Technology Standards for Administrators

1. Describe mechanisms for creating a shared vision for the comprehensive integration of technology, communicating that vision, and facilitating a process that fosters and nurtures a culture to achieve the vision.
2. Develop a technology plan including resource alignment (e.g., funding, staff and time, hardware/software, total cost of ownership) and demonstrate leadership skills necessary to integrate technology to support effective learning and administration.
3. Facilitate the selection and use of technologies appropriate for curriculum areas, instructional strategies, and student‐centered learning environments to maximize learning and teaching to meet the individual needs of all learners.
4. Apply and model technology applications and professional practices that demonstrate: knowledge of available technologies; existing Alabama and national technology standards for students, teachers, and administrators; related trends and issues; current research; and professional development resources in order to enhance professional practices of educational leaders, increase job related technology use, and improve the productivity of self and other school personnel.
5. Use technology to facilitate effective assessment and evaluation, including:
   

   • The collection, analysis, and interpretation of data and communication of findings to improve instructional practice and student learning.

   • The use of assessment of staff knowledge, skills, and performance in using technology to facilitate quality professional development and guide personnel decisions.

   • The use of technology to assess and evaluate managerial and operational systems.

   • Assessment and evaluation of, using multiple methods, appropriate uses of technology resources for learning, communication, and productivity.

6. Demonstrate responsible decision‐making that reflects understanding of social, legal, and ethical issues related to technology.

Download the complete IMPACT document at this webpage