II. Plan Context
Approved: 9/19/97
Revision Approved:4/29/99
Revision Completed: 5/7/04
A. Overview
This plan replaces the three-year technology plan for Paradise Valley
Community College that was approved in April of 1999.
The team designed this document to provide a starting point from
which members of the college community could deepen their understanding
of three critical issues: (1 ) teaching and learning at PVCC, (2)
the constantly evolving state of PVCC's technology and technological
infrastructure, and (3) the relationship between teaching, learning
and technology. This document will also provide a framework to address
the college’s technology needs during the next capital planning
cycle.
Paradise Valley Community College continues a progressive evolution
towards becoming a learning centered institution. The Technology Coordinating
Team expanded and revised the PVCC Technology Plan to meet the complex
demands facing a learning centered educational institution over the
next 15 years.
The original intent of the plan and its foundational assumptions
remain unchanged. The plan is intended to function as a working document.
It is the result of collaborative dialogue among faculty, administrators,
and technical support staff. Most critically, the plan is a point
of demarcation for continuous dialogues, changes and improvements
in the use of technological resources as the college pursues its vision
and mission into the future.
B. A Brief History of Technology at Paradise Valley Community College
The founding staff of Paradise Valley Community College embraced
a student development philosophy that the college would be learning
centered and would become technologically rich in opportunities for
enhanced learning activities. From the college's inception as a center
in 1985, faculty members were encouraged to incorporate relevant technological
innovation into the teaching/learning process. The college's budget
supported a significant infrastructure designed to support the learning
environment.
The use of technologically enhanced instructional techniques to promote
student learning was a key component of the college's planning assumptions
throughout its first decade. By 1995, technology was pervasive in
every area of the college's instructional, student, and administrative
support systems.
In order to assure comprehensive participation in the college's strategic
planning initiatives, many of which were grounded in technological
innovation, a 38-person technology committee endeavored to review,
understand, prioritize, and present technological priorities and assist
the college's strategic planning and budgeting committees. However,
the committee's size hampered its ability to perform these tasks in
an efficient and effective manner.
Therefore, in fall 1995, college planners formed a smaller (6-10
person) technology steering team to review the mission, structure,
and processes of the Technology Committee. Over the next academic
year, the committee studied the functions of the Technology Committee,
ultimately concluding that the 38 person group was too unwieldy to
perform the complex tasks required of it in a timely manner. Based
upon a recommendation made in October 1996, the college formed a smaller,
skill-set-based Technology Coordinating Team (TCT) composed of 10
members.
The Technology Coordinating Team met regularly throughout the spring
and summer semesters of 1997. The first draft of a Strategic Plan
was approved by the college Strategic Planning Committee in September
1997.
The Technology Coordinating Team has continued to meet twice each
month during the academic year; members of the team have worked on
individual and group projects in the summer months.
In March 1999, the TCT began the first revision of Paradise Valley
Community College's strategic technology plan. Revisions were completed
in time for publication of the revised plan in conjunction with the
annual Ocotillo Technology Retreat held in May 1999.
The 1999-2003 Technology Strategic Plan provided the framework for
much of the TCTs work over the past five years. A system of prioritization
of requests was put into place and recommendations regarding technology
purchases and support structures were made through the college process.
This has enabled the college to direct limited technology resources
to areas that would have the most impact on our learning agenda. (Specific
accomplishments and funded projects are found in Appendix A and Appendix
B of this document.)
The TCT continues to meet on a monthly basis and participates as
a subcommittee of the Strategic Planning Team. This updated plan (for
years 2004-2007) will focus on guiding technology activities over
the next three years and provide a ten- year vision for technology
as it relates to the colleges capital development plans.
C. Statements About Learning
When considering the use of technology to enhance the learning process,
the following factors are considered:
• Learning takes place in a developmental, cumulative process.
Individuals learn at different rates, utilize various active styles
and strategies, have different motives, and activate a variety of
senses (visual, auditory, tactile/kinesthetic).
• In addition to the accumulation of knowledge, the learning
process must also foster higher-level critical thinking skills such
as application, analysis, synthesis, and evaluation. Deeper learning
results from practice and reinforcement over time.
• Self-awareness is an important step in the learning process--what
do students know, how do students learn best, how can students be
certain about what they claim to know.
• Learning is strongly affected by the educational setting,
especially one that is positively influenced by collaborative efforts
of departments/divisions, faculty, staff, and students (i.e. learning
communities). Out-of-class, informal and incidental learning experiences
are important.
• Significant tenants of learning include: continual research
(individual and organizational reflection on what is known about learning
and what is viewed as important to know), capacity building, and practice
(it is important for the organization and individuals to also reflect
on what has been learned and to be involved with generative activity).
• The assessment of student learning is a cornerstone of the
college’s efforts to become more learning centered. Assessment
is viewed as a “good practice” for all faculty and staff.
D1. Planning Assumptions – Technology in the Organization
1. The primary goal of the college is to promote learning at three
levels: student, employee, and organization.
2. Technology is an important means to achieving student, employee,
and organizational learning.
3. A focused employee and organizational development initiative is
critical to developing and implementing a technology enhanced learning
environment for students and staff.
4. Continuous participative and collaborative input from the college
community must be solicited, evaluated, and implemented in the development,
assessment, and constant improvement of technological strategies promoting
learning.
5. Technology is expensive, dynamic, and in a continuous state of
evolution. Therefore, plans for its immediate and long-range implementation
are an important component of both the college's strategic and action
plans.
6. The mission of the Technology Coordinating Team is: Given rapid
changes in technology and the globalization of our community through
technology, the tea provides direction for the effective and efficient
use of technology by the college in pursuit of its mission and goals.
7. The MCCCD General Standards governing use of computing resources
and the PVCC Technology Policy will serve as a framework for planned
use of technology resources.
D2. Planning Assumptions – Specific to Technology Uses in the
Organization
1. Technology hardware will continue to drop in price and increase
in speed.
2. Intelligent agent software and data mining will be used.
3. Speech recognition and accessibility programs will be required
4. Holographic memory and displays will become available
5. Simulation software and hardware for science, health care and engineering
based classes will be needed
6. Technology will become necessary in areas that have not traditionally
used applications (athletics, dance technology, music, fine arts,
etc.)
7. MCTV will be available for content delivery
8. Internet usage will increase
9. New districtwide systems will be implemented (Student Information
System, Decision Support Systems, etc.)
10. Technology and its uses will become more sophisticated resulting
in the need for new hardware and software as well as technical support
staff.
E. Technology Trend Analysis: 2004-2007
