Table of Contents
LTPF Toolkit Overview
LTPF Toolkit: List of Components
Preparing for Implementation Sample
Learning and Technology Policy Matrices
2
3
5
6
LTPF Readiness Assessment
Exemplars and Scenarios for Discussion
School and District Exemplars
Classroom Scenarios
Middle School Science Scenario
22
28
28
29
32
Comparative Case Studies
34
Access, infrastructure, and Digital Learning Environments 34
Leadership
37
Sample LTPF Implementation Planning Guides
School Authority Leaders
School Authority Technology Leaders
School Leaders
40
40
46
52
Sample Implementation Planning Agendas
School Authority Leadership
School Authority Technology Leaders
School Leaders
School Authority Actions Summary
58
58
62
66
69
Learning and Technology Policy Framework (LTPF) Toolkit Overview
The LTPF Toolkit is designed to support school authority leaders with implementation of the Learning and Technology Policy Framework 2013. The purpose of
the Toolkit components is to assist and guide jurisdictions to develop a coherent alignment of learning and technology across curriculum, instruction,
assessment, leadership and professional learning.
The LTPF provides guidance and strategic direction for local policies that enable K-12 school authorities to achieve the vision
of Inspiring Education through the
innovative and effective use of technology. The framework sets five interdependent policy directions:
1. Student-Centred Learning
Technology is used to support student-centred, personalized, authentic learning for all students.
2. Research and Innovation
Teachers, administrators and other education professionals read, review, participate in, share and apply research and evidence-based practices to
sustain and advance innovation in education.
3. Professional Learning
Teachers, administrators and other education professionals develop, maintain and apply the knowledge, skills and attributes that enable them to use
technology effectively, efficiently and innovatively in support of learning and teaching.
4. Leadership
Education leaders establish policy and governance structures, cultivate innovation and build capacity within the system to leverage technology in
support of student-centered learning and system efficiencies.
5. Access, Infrastructure and Digital Learning Environments
All students, teachers, administrators and other education professionals have access to appropriate devices, reliable infrastructure, high-speed networks
and digital learning environments.
These five policy directions provide comprehensive structures to enable the innovative use of technology in learning, teaching, leadership and administration.
Given the interdependent nature of these directions, it is anticipated that Superintendents and system leaders such as Directors of Technology, Professional
Development, Learning, and those in similar positions will be involved in collaborative planning for implementation. The involvement of school administrators,
teachers, trustees, students, school councils and school community stakeholders at particular stages should also be considered. The components in this Toolkit
are intended to be flexible, as it is expected that implementers will adapt and revise them to suit local circumstances.
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LTPF Toolkit: List of Components

School Authority Actions Summary
A reference tool/checklist to track implementation progress against school jurisdiction outcome in the Learning and Technology Policy Framework

School Authority/School Readiness Assessment
An assessment that provides an overview of readiness to implement the Learning and Technology Framework by identifying current areas of strength as
well as those that may require attention.

LTPF Toolkit Components List

Policy Direction Matrices
A detailed matrix for each of the LTPF policy outcomes identifying a progression from rarely evident to consistently evident that is designed to inform
and guide implementation discussions, local analysis and the design of next steps.
o
o
o
o
o

Policy Direction 1: Student-Centered Learning
Policy Direction 2: Research and Innovation
Policy Direction 3: Professional Learning
Policy Direction 4: Leadership
Policy Direction 5: Access, Infrastructure and Digital Learning Environments
Sample Implementation Agendas
Sample Implementation Planning agendas for Jurisdiction leaders, Technology Leaders, School based Leaders. These agendas are intended to be
adapted and revised as necessary to suit local circumstances.
o School Authority Leaders
o Technology Leaders
o School Leaders

Scenarios and Exemplars for Discussion
Five text-based scenarios and exemplars designed to facilitate discussion, inform local assessment of current practices, and clarify current performance
levels relative to the LTPF outcomes.
o Learning and Technology Classroom Scenarios
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o
o
o
o

LTPF Scenario Middle School Science
LTPF Access and Infrastructure School District Exemplar
LTPF Access and Infrastructure School Exemplar
Learning and Technology Exemplars
Case Comparisons
Two comparative case studies that demonstrate technology leadership and digital learning environments at various levels of proficiency.
o Case Comparison Leadership
o Case Comparison Access and Infrastructure Digital Learning Environments

Implementation Planning Guides
Three sample planning guides for district and school leaders that provide a sample structure for reviewing the LTPF, assessment of current readiness,
information sources, establishing timelines, targets and communication with stakeholders. These guides are intended to be adapted as necessary to suit
local circumstances.
o
o
o
o
School Authority Implementation Planning Guide
School Leadership Implementation Planning Guide
Sr. Leadership Implementation Planning Guide
Technology Leaders Implementation Planning Guide
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Preparing for Implementation: Sample Process
Review the Learning and Technology Framework
• Learning and Technology Policy Framework pages 4-17
Structure, Purposes & Outcomes
Complete selected Case Studies and Scenarios
Review the LPTF Matrices for each policy
outcome
• Sample case studies and scenarios designed to provide insights into the
nature of Technology and Learning within your school authority.
• A detailed matrix is provided in the LPTF Toolkit for each LTPF policy
area to assess the status of your school jurisdiction.
Complete the LTPF Implementation Readiness
Assessment
• An assessment to determine implementation readiness of your district
by identifying Supporting Evidence, Next Steps and Action Items that
will facilitate informed planning.
Review the LTPF School Authority Actions
Document
• A summary of School Authority actions to implement each outcome of
the Learning and Technology Policy Framework.
Determine implementation readiness for each
policy framework outcome.
• As determined by review of local readiness and stated school authority
actions
• Descriptions of each LTPF outcome provided in policy matrices
Plan for Implementation
• Sample Planning Guides and meeting Agendas are provided to support
school authority leaders with implementation.
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Learning and Technology Policy Matrices
POLICY DIRECTION 1: STUDENT-CENTERED LEARNING
The following matrix is provided to assist school authorities and schools in achieving the outcomes of the Learning and Technology Framework 2013, as one part
of the provincial education vision expressed in Inspiring Education.
Each matrix provides detailed descriptions of district, school, teacher, and/or student practices in relation to the five areas of the Learning and Technology
Framework. These are:
Policy Direction
Student-Centered Learning
Research and Innovation
Professional Learning
Leadership
Access, Infrastructure, and
Digital Learning
Environments
Description
Technology is used to support student-centred, personalized, authentic learning for all students.
Teachers, administrators and other education professionals read, review, participate, share and apply research
and evidence-based practices to sustain and advance innovation in education
Teachers, administrators and other education professionals develop, maintain and apply the knowledge, skills
and attributes that enable them to use technology effectively, efficiently and innovatively in support of learning
and teaching.
Education leaders establish policy and governance structures, cultivate innovation and build capacity within the
system to leverage technology in support of student-centered learning and system efficiencies.
All students, teachers, administrators and other education professionals have access to appropriate devices,
reliable infrastructure, high-speed networks and digital learning environments.
For each policy element, descriptors are provided at the following levels:
Rarely Evident:
Sometimes Evident:
Often Evident:
Consistently Evident:
Practices do not meet the Learning and Technology Policy standard
Practices indicate a developing understanding of the Learning and Technology Policy standard
Practices approach the Learning and Technology Policy standard
Practices meet the Learning and Technology Policy standard
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Technology is used to support student-centered, personalized, authentic learning for all students.
Outcomes:
Students use technology, online learning and digital learning to:
a.
access, share and create knowledge
b.
discover, develop and apply competencies, as described in the Ministerial Order on Student Learning, to enable students to:
 know how to learn
 think critically
 identify and solve complex problems
 manage information
 innovate
 create opportunities
 apply multiple literacies
 demonstrate good communication and cooperation skills
 demonstrate global and cultural understanding
 identify and apply career and life skills
c.
develop and apply digital citizenship and technological skills
d.
demonstrate what they know and are able to do through effectively using a range of resources and media
e.
monitor their learning progress and inform decisions through the use of data and evidence- based reasoning
STUDENT-CENTERED LEARNING
Students use technology, online
learning and digital learning media
to:
a. Access, share and create
knowledge.
Rarely Evident
Students rarely access
sources of information.
Sometimes Evident
Students occasionally access
sources of information and are
able to determine which is
appropriate for the task.
Often Evident
Students frequently access a
variety of information sources
and are able to discern which is
appropriate for the task.
Consistently Evident
Students have ubiquitous access to
sources of information and are
able to discern which is most
appropriate for the task.
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Students rarely share or
collaborate within
knowledge-building
communities.
Students occasionally share,
collaborate, and/or create within
knowledge-building communities.
Students frequently share,
collaborate, and create within
knowledge-building communities.
Students regularly share,
collaborate, and create within
knowledge-building communities.
Supporting Evidence:
Next Steps:
Rarely Evident
b. Demonstrate the competencies
as outlined in Inspiring Education.
Often Evident
Consistently Evident
PLEASE REFER TO THE ALBERTA EDUCATION PUBLICATION, “CROSS CURRICULAR COMPETENCIES AND COMPETENCY INDICATORS” FOR
DETAILED DESCRIPTIONS OF THESE COMPETENCIES.
Rarely Evident
c. Develop and apply digital
citizenship and technological skills.
Sometimes Evident
Sometimes Evident
Often Evident
Consistently Evident
Students are unaware of the
expectations and potential
consequences regarding the
safe, legal and ethical use of
information and technology.
Students recognize and
occasionally practice safe, legal
and ethical uses of information
and technology.
Students recognize and
practice safe, legal and ethical
uses of information and
technology.
Students regularly practice and
advocate for the ethical and
responsible use of information and
technology that fosters local and
global citizenship.
Student technological skills are
rudimentary.
Student technological skills are
adequate.
Student technological skills are
proficient.
Advanced student technological
skills are consistently apparent.
Supporting Evidence:
Next Steps:
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Rarely Evident
d. Demonstrate what they know
and are able to do. through
effectively using a range of
resources and media.
Sometimes Evident
Often Evident
Consistently Evident
Students are constrained in
their ability to effectively
demonstrate, represent, or
express what they know.
Students occasionally attempt
different methods to demonstrate,
represent, or express what they
know.
Students often use more than
one method to demonstrate,
represent, and express
understanding appropriate to
the task and to the discipline.
Students use multiple methods to
demonstrate, represent, and
express understanding appropriate
to the task and to the discipline.
Assistive technologies are not
present in classrooms.
Assistive technologies are present
in classrooms but access is limited
to a few students and some
features may be disabled.
Assistive technologies are
available in classrooms,
enabled, and accessible to any
student requiring them.
Assistive technologies are enabled,
available to all as needed, and
regularly used to demonstrate
learning.
Sometimes Evident
Often Evident
Consistently Evident
Students gather summative
and formative data as
evidence of their learning in
order to monitor progress and
to inform next steps.
Students obtain criteria-based
feedback and frequently use
this to improve learning.
Students regularly gather a variety
of evidence about their learning to
monitor progress and to
strategically determine decisions.
Supporting Evidence:
Next Steps:
Rarely Evident
e. Monitor their learning progress
and inform decisions through the
use of data and evidence- based
reasoning.
Students rarely gather, or use
evidence of their learning.
Students gather summative data
as the only evidence of their
learning.
Students rarely receive or
apply feedback.
Students occasionally receive
criteria-based feedback and
occasionally use this to improve
learning.
Students consistently obtain
feedback linked to specific criteria
and regularly use this to improve
learning.
Supporting Evidence:
Next Steps:
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POLICY DIRECTION 2: RESEARCH AND INNOVATION
The following matrix is provided to assist school authorities and schools in achieving the outcomes of the Learning and Technology Framework 2013, as one part
of the provincial education vision expressed in Inspiring Education.
Each matrix provides detailed descriptions of district, school, teacher, and/or student practices in relation to the five areas of the Learning and Technology
Framework. These are:
Policy Direction
Student-Centered Learning
Description
Technology is used to support student-centred, personalized, authentic learning for all students.
Research and Innovation
Teachers, administrators and other education professionals read, review, participate, share and apply research and
evidence-based practices to achieve innovation in education
Professional Learning
Teachers, administrators and other education professionals develop, maintain and apply the knowledge, skills and
attributes that enable them to use technology effectively, efficiently and innovatively in support of learning and
teaching.
Leadership
Access, Infrastructure, and
Digital Learning
Environments
Education leaders establish policy and governance structures, cultivate innovation and build capacity within the
system to leverage technology in support of student-centered learning and system efficiencies.
All students, teachers, administrators and other education professionals have access to appropriate devices, reliable
infrastructure, high-speed networks and digital learning environments.
For each policy element, descriptors are provided at the following levels:
Rarely Evident:
Sometimes Evident:
Often Evident:
Consistently Evident:
Practices do not meet the Learning and Technology Policy standard
Practices indicate a developing understanding of the Learning and Technology Policy standard
Practices approach the Learning and Technology Policy standard
Practices meet the Learning and Technology Policy standard
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Teachers, administrators and other education professionals:
f. stay current with educational technology research
g. participate in and apply research to learning and teaching
h. use data systems and evidence-based reasoning to monitor and support personalized, student- centred learning
In Alberta’s education system:
d. educational technology research is supported
e. decision-making related to technology is informed by data and research
f. technology investments are targeted to areas of greatest effectiveness and need
RESEARCH AND INNOVATION
Teachers, administrators and
other education
professionals:
a. Stay current with
educational technology
research.
b. Participate in and apply
research to learning and
teaching
Rarely Evident
Sometimes Evident
Often Evident
Consistently Evident
Current research is rarely
reviewed.
Current research is
occasionally reviewed.
Current research is frequently
reviewed.
Current research is constantly
reviewed.
Research findings are seldom
applied to improve teaching
and learning.
Research findings may be
applied to improve limited
aspects of teaching and
learning.
Research findings generally
inform teaching and learning.
Questions of professional
inquiry are rarely
investigated.
Questions of professional
inquiry are occasionally
investigated.
Questions of professional
inquiry are investigated
through collaboration with
researchers and discipline
experts.
Research findings are broadly
and strategically applied to
improve teaching and
learning
Questions of professional
inquiry are thoroughly
investigated through
continuous collaboration with
researchers and discipline
experts.
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c. Use data systems and
evidence-based reasoning to
monitor and support
personalized, studentcentered learning
Data systems provide a
repository of content but are
rarely used by teachers,
administrators, other
education professionals,
students, and/or parents.
Data systems provide a
repository of content and are
occasionally used by teachers,
administrators, students,
other education
professionals, students
and/or parents to collect,
monitor and analyze student
assessment information to
inform decision-making.
Data systems provide a
comprehensive repository of
content and are frequently
used by teachers,
administrators, other
education professionals,
students, and parents to
collect, monitor and analyze
student assessment
information to personalize
learning and inform decisionmaking.
Robust data systems provide
a rich repository of content
and are used in an ongoing
manner by teachers,
administrators, other
education professionals,
students, and parents to
collect, monitor and analyze a
wide range of formative and
summative student
assessment information in
order to personalize learning
and thoroughly inform
decision-making.
Supporting Evidence:
Next Steps:
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POLICY DIRECTION 3: PROFESSIONAL LEARNING
The following matrix is provided to assist school authorities and schools in achieving the outcomes of the Learning and Technology Framework 2013, as one part
of the provincial education vision expressed in Inspiring Education.
Each matrix provides detailed descriptions of district, school, teacher, and/or student practices in relation to the five areas of the Learning and Technology
Framework. These are:
Policy Direction
Student-Centred Learning
Research and Innovation
Professional Learning
Leadership
Access, Infrastructure, and
Digital Learning
Environments
Description
Technology is used to support student-centred, personalized, authentic learning for all students.
Teachers, administrators and other education professionals read, review, participate, share and apply research and
evidence-based practices to achieve innovation in education
Teachers, administrators and other education professionals develop, maintain and apply the knowledge, skills and
attributes that enable them to use technology effectively, efficiently and innovatively in support of learning and
teaching.
Education leaders establish policy and governance structures, cultivate innovation and build capacity within the
system to leverage technology in support of student-centered learning and system efficiencies.
All students, teachers, administrators and other education professionals have access to appropriate devices, reliable
infrastructure, high-speed networks and digital learning environments.
For each policy element, descriptors are provided at the following levels:
Rarely Evident:
Sometimes Evident:
Often Evident:
Consistently Evident:
Practices do not meet the Learning and Technology Policy standard
Practices indicate a developing understanding of the Learning and Technology Policy standard
Practices approach the Learning and Technology Policy standard
Practices meet the Learning and Technology Policy standard
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Digitally confident teachers, administrators and other education professionals:
a. are well prepared to use technology and digital resources innovatively and effectively for learning, teaching, leadership and administration
b. use technology and research to design personalized, authentic and student-centred learning opportunities
to meet the diverse needs and interests of all
students
c. engage in professional growth opportunities that are broadened and diversified through technology, social media and communities of practice
PROFESSIONAL LEARNING
Digitally confident teachers,
administrators and other
education professionals:
a. Are well prepared to use
technology and digital resources
innovatively and effectively for
learning, teaching, leadership
and administration
b. Use technology and research
to design personalized,
authentic and student-centered
learning opportunities
to meet the diverse needs and
interests of all students
Rarely Evident
Sometimes Evident
Often Evident
Consistently Evident
Professional staff work alone
using basic productivity tools
for their own teaching and
planning.
Professional staff usually work
alone with occasional use of
networked environments to
share resources.
Professional staff frequently
work within networked,
technology-rich environments.
Professional staff work daily within
networked communities of practice
in technology-rich environments,
Productivity tools and basic
web-based resources are
primarily used for record
keeping and archiving.
Productivity tools and basic
web-based resources are used
to support a range of existing
pedagogies and administrative
practices.
Technology tools are frequently
used to explore a wide range of
effective pedagogies and
administrative practices.
A wide variety of technology tools
are regularly used to build expertise
through the exploration,
development and implementation
of effective pedagogies and
administrative practices.
Teachers have limited
understanding of how their
students learn. Opportunities
for students are often limited to
the acquisition and recall of
static, inert facts.
Teachers have some
understanding of how their
students learn. Opportunities
provided for students may have
some personal relevance and
provide limited connections to
the world beyond the
classroom.
Teachers have a well-informed
understanding of how their
students learn. Teachers
frequently design learning tasks
that focus upon issues,
questions and problems that
are central to the discipline and
connected to students’
interests, the world beyond
school, and mapped to the
Teachers have an exceptional
understanding of how their
students learn. Teachers
consistently design robust learning
tasks that focus upon issues,
questions and problems that are
central to the discipline and
strongly connected to students’
interests, the world beyond school,
and extensively mapped to the
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c. Engage in professional growth
opportunities that are
broadened and diversified
through technology, social
media and communities of
practice
Opportunities for enhancing
professional growth through
technology and communities of
practice are rare.
Opportunities for enhancing
professional growth through
technology and communities of
practice sometimes occur.
curriculum.
curriculum.
Professional growth is
frequently enhanced through
technology and communities of
practice.
Professional growth is regularly
enhanced, broadened, diversified,
and personalized through
technology and communities of
practice.
Supporting Evidence:
Next Steps:
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POLICY DIRECTION 4: LEADERSHIP
The following matrix is provided to assist school authorities and schools in achieving the outcomes of the Learning and Technology Framework 2013, as one part
of the provincial education vision expressed in Inspiring Education.
Each matrix provides detailed descriptions of district, school, teacher, and/or student practices in relation to the five areas of the Learning and Technology
Framework. These are:
Policy Direction
Student-Centred Learning
Research and Innovation
Professional Learning
Leadership
Access, Infrastructure, and
Digital Learning Environments
Description
Technology is used to support student-centred, personalized, authentic learning for all students.
Teachers, administrators and other education professionals read, review, participate, share and apply
research and evidence-based practices to achieve innovation in education
Teachers, administrators and other education professionals develop, maintain and apply the knowledge,
skills and attributes that enable them to use technology effectively, efficiently and innovatively in
support of learning and teaching.
Education leaders establish policy and governance structures, cultivate innovation and build capacity
within the system to leverage technology in support of student-centered learning and system
efficiencies.
All students, teachers, administrators and other education professionals have access to appropriate
devices, reliable infrastructure, high-speed networks and digital learning environments.
For each policy element, descriptors are provided at the following levels:
Rarely Evident:
Sometimes Evident:
Often Evident:
Consistently Evident:
Practices do not meet the Learning and Technology Policy standard
Practices indicate a developing understanding of the Learning and Technology Policy standard
Practices approach the Learning and Technology Policy standard
Practices meet the Learning and Technology Policy standard
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Education leaders at all levels champion effective and innovative uses of technology for all schools. As a result:
i. government and school authorities have clarity and coherence in the policies and procedures that govern educational and administrative uses of
technology in all schools
j. teachers, administrators and other education professionals use technology innovatively, effectively and efficiently.
k. economies of scale that achieve cost effectiveness and efficiencies in educational technology are realized
l. up-to-date guidelines and standards on uses of technology inform school authority education plans
LEADERSHIP
Education leaders at all levels
champion effective and
innovative uses of
technology for all schools. As
a result:
a. Government and school
authorities have clarity and
coherence in the policies and
procedures that govern
educational and
administrative uses of
technology in all schools
Rarely Evident
Student learning rarely drives
decisions related to technology.
Decisions are rarely guided by
established policies and
procedure or informed by
stakeholders.
Policies and practices rarely
include expectations for
research-based pedagogies and
digital learning environments
that foster student-centered
learning, and support
professional growth.
Sometimes Evident
Often Evident
Consistently Evident
Student learning drives some
decisions related to
technology. Decisions are
sometimes guided by
established policies and
procedures, and occasionally
informed by stakeholders.
Student learning drives most
decisions related to technology.
Student learning drives all decisions
related to technology.
Decisions are guided by
established policies and
procedures, and informed by
some stakeholders.
Decisions are guided by clear and
coherent policies and procedures,
and regularly informed by a full
range of stakeholders.
Policies and practices
sometimes include
expectations for researchbased pedagogies and digital
learning environments that
foster student-centered
learning, and support
professional growth
Policies and practices often
include expectations for
research-based pedagogies and
digital learning environments
that foster student-centered
learning, and support
professional growth.
Policies and practices consistently
include precise expectations for
research-based pedagogies and
digital learning environments that
foster student-centered learning,
and strongly support professional
growth.
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b. Teachers, administrators
and other education
professionals use technology
innovatively, effectively and
efficiently
c. Economies of scale that
achieve cost effectiveness
and efficiencies in
educational technology are
realized
Leadership decisions maintain
status quo regarding technology
use by education professionals
Technology resources are
provided from various budgets
in response to issues arising in
student learning, teaching,
administration and operations.
Efficiency and costeffectiveness factors are rarely
considered.
d. Up-to-date guidelines and
standards on uses of
technology inform school
authority education plans
Standards and guidelines related
to technology use are not
present within school authority
plans and rarely contribute to
achievement of the vision of
Inspiring Education.
Leadership decisions
occasionally support
innovative and effective uses
of technology by education
professionals.
Technology resources are
provided from a dedicated
budget to support student
learning, teaching,
administration and operations.
Efficiency and costeffectiveness are occasionally
considered.
Standards and guidelines
related to technology use are
sometimes noted within school
authority plans, and
occasionally contribute to
achievement of the vision of
Inspiring Education.
Leadership decisions generally
enable and support the
innovative and effective use of
technology by education
professionals.
Technology resources provide
support for student learning,
teaching, administration and
operations within a dedicated
budget. Improvements to
efficiency and costeffectiveness are often
pursued through cost sharing
of software, hardware, and
technical resources.
Standards and guidelines
related to technology use are
frequently cited within school
authority plans often enable
achievement of the vision of
Inspiring Education.
Leadership decisions consistently
enable and support the innovative
and effective use of technology by
education professionals.
Technology resources are
consistently provided to enhance
student learning, teaching,
administration and operations
within dedicated and sustainable
budgets. Leadership continually
monitors the cost/benefit
relationship of technology.
Improvements to efficiency and
cost-effectiveness are regularly
realized through this process, and
via cost sharing of software,
hardware, and technical
resources.
Standards and guidelines related to
technology use are foundational to
school authority plans and
consistently enable achievement of
the vision of Inspiring Education.
Supporting Evidence:
Next Steps:
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POLICY DIRECTION 5: ACCESS, INFRASTRUCTURE, AND DIGITAL LEARNING ENVIRONMENTS
The following matrix is provided to assist school authorities and schools in achieving the outcomes of the Learning and Technology Framework 2013, as one part
of the provincial education vision expressed in Inspiring Education.
Each matrix provides detailed descriptions of district, school, teacher, and/or student practices in relation to the five areas of the Learning and Technology
Framework. These are:
Policy Direction
Student-Centred Learning
Research and Innovation
Professional Learning
Leadership
Access, Infrastructure, and
Digital Learning
Environments
Description
Technology is used to support student-centred, personalized, authentic learning for all students.
Teachers, administrators and other education professionals read, review, participate, share and apply research
and evidence-based practices to achieve innovation in education
Teachers, administrators and other education professionals develop, maintain and apply the knowledge, skills and
attributes that enable them to use technology effectively, efficiently and innovatively in support of learning and
teaching.
Education leaders establish policy and governance structures, cultivate innovation and build capacity within the
system to leverage technology in support of student-centered learning and system efficiencies.
All students, teachers, administrators and other education professionals have access to appropriate devices,
reliable infrastructure, high-speed networks and digital learning environments.
For each policy element, descriptors are provided at the following levels:
Rarely Evident:
Sometimes Evident:
Often Evident:
Consistently Evident:
Practices do not meet the Learning and Technology Policy standard
Practices indicate a developing understanding of the Learning and Technology Policy standard
Practices approach the Learning and Technology Policy standard
Practices meet the Learning and Technology Policy standard
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Students, teachers, administrators and other education professionals have support for and equitable access to:
a. devices and peripherals
b. digital learning environments
c. facilities designed to maximize learning with technology
In Alberta’s education system:
d. reliable infrastructures exist that support safe, secure, efficient, interoperable and sustainable networks
e. technology and network governance, policy and procedures ensure access essential to achieving the vision of Inspiring Education
f.
appropriate technology is available and supported
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ACCESS,
INFRASTRUCTURE, AND
DIGITAL LEARNING
ENVIRONMENTS
Students, teachers,
administrators and other
educational professionals
have support for and
equitable access to:
Rarely Evident
Sometimes Evident
Often Evident
a. Devices and
peripherals
Access to a limited range of
technologies is rarely
available.
Access to a limited range of
technologies is available.
Access to a range of
technologies is readily
available.
b. Digital learning
environments
Students and educators are
rarely supported to sustain a
digital learning environment.
Students and educators are
occasionally supported to
sustain a digital learning
environment.
Students and educators are
often supported to sustain a
digital learning environment
and build technological selfreliance.
c. Facilities designed to
maximize learning
with technology
Facilities are rarely designed
or maintained to maximize
learning with technology.
Facilities are occasionally
designed and maintained to
maximize learning with
technology.
Facilities are designed and
maintained to maximize
learning with technology.
Consistently Evident
On-demand access to a wide
range of technology resources is
consistently provided.
Students and educators are
consistently supported to
sustain a digital learning
environment and build
technological self-reliance.
Facilities are purposefully
designed and maintained to
maximize interdisciplinary and
disciplinary learning with
technology.
Supporting Evidence:
Next Steps:
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Implementation Readiness Assessment: Learning and Technology Policy Framework
This assessment provides an overview of your district/school’s readiness to implement the new Learning and Technology Framework by identifying
current areas of strength as well as those that may require attention.
Using evidence of current practices, the assessment can be completed individually or serve as a guide for collaborative discussion to determine
implementation readiness for this policy framework. Spaces to note Supporting Evidence, Next Steps and Action Items are provided to facilitate
informed planning and guide implementation.
Based upon your knowledge of technology use in your district/school, choose the descriptor that best describes the current status of
technology implementation in relation to each of the Policy Directions below.
Please select one of the following descriptors for each Direction:
Rarely Evident:
Very few practices in our district/school meet the Learning and Technology Policy
Direction
Sometimes Evident:
Some practices in our district/school approach the Learning and Technology Policy
Direction
Often Evident:
Many practices in our district/school often approach or meet the Learning and
Technology Policy Direction
Consistently Evident:
A majority of practices in our district/school consistently meet
the Learning and Technology Policy Direction
Note: For detailed descriptions of each of the above Policy Directions in practice please see
http://education.alberta.ca/admin/technology/policyframework.aspx
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Policy Directions
Student-Centered Learning
Technology is used to support student-centered, personalized, authentic learning for all students
Rarely Evident
Supporting Evidence
Sometimes Evident
Next Steps
Often Evident
Consistently Evident
Action Items
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Research and Innovation
Teachers, administrators and other education professionals read, review, participate, share and apply research and evidencebased practices to achieve innovation in education.
Rarely Evident
Supporting Evidence
Sometimes Evident
Next Steps
Often Evident
Consistently Evident
Action Items
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Professional Learning
Teachers, administrators and other education professionals develop, maintain and apply the knowledge, skills
and attributes that enable them to use technology effectively, efficiently and innovatively in support of learning
and teaching.
Rarely Evident
Supporting Evidence
Sometimes Evident
Next Steps
Often Evident
Consistently Evident
Action Items
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Leadership
Education leaders establish policy and governance structures, cultivate innovation and build capacity within the
system to leverage technology in support of student-centered learning and system efficiencies.
Rarely Evident
Supporting Evidence
Sometimes Evident
Next Steps
Often Evident
Consistently Evident
Action Items
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Access, Infrastructure, and Digital Learning Environments
All students, teachers, administrators and other education professionals have access to appropriate devices, reliable
infrastructure, high-speed networks and digital learning environments.
Rarely Evident
Supporting Evidence
Sometimes Evident
Next Steps
Often Evident
Consistently Evident
Action Items
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Exemplars and Scenarios for Discussion
School Exemplar: The Learning Environment
In this particular school the curriculum is accessible to students, parents, teachers, and administrators twenty-four hours a day, seven days a week, year-round.
Both synchronous and asynchronous learning environments are in place to accommodate student learning. Students continue to occupy school spaces for faceto-face learning, meetings with teachers, peers and academic mentors. Students use a variety of technologies to document different aspects of their learning
and to track learning growth both on and off campus. Learning and access to learning is an anytime, anyplace phenomenon. All tasks, timelines and assessment
criteria are posted and available via cloud computing. Likewise, the evidence students provide to document their learning resides in the cloud; accessible to
students, teachers, tutors, mentors, parents, and school administrators.
Educators collaborate with colleagues inside and outside the school to design worthwhile tasks and assessment criteria reflective of the disciplines being studied.
As part of this design process students are directed towards a rich array of multi-media resources to enable them to access concepts and understand issues from
a wide variety of perspectives.
Each student has a learning profile that they take primary responsibility for maintaining. This profile outlines the essential knowledge and competencies students
need in order to live and learn in today’s world as well as their ongoing progress towards meeting these ends. The learning profile is initiated at the time a
student enters the school system and continues to be developed until they graduate. The learning profile, represents the collaborative effort of educators,
parents, and the students to work together to support and monitor learning growth. Students, their parents or guardians, and educators continuously monitor
student learning, the accomplishment of student goals, and progress toward the attainment of important learning outcomes.
Please recommend actions that, when implemented, will move your school or school jurisdiction in the direction of this scenario.
School District Exemplar: Technology Infrastructure and Information Management
Technology infrastructure, support, and information management are basic requirements for living and learning in today’s world. The district technology plan is
driven by learner outcomes, increased teacher effectiveness and improved staff productivity; and informs the purchase, acquisition, and implementation of
digital tools. It recognizes and acknowledges identified essential conditions for leveraging technology in the service of student and teacher learning. Furthermore,
the technology plan calls for the development of digital and information literacy requiring the adoption of digital resources capable of supporting learning
beyond physical school boundaries. All students and staff have at least one Internet accessible device capable of delivering media rich applications that can be
used in a variety of combinations to enable users to create new knowledge.
Please recommend actions that, when implemented, will move your school or school district in the direction of this scenario.
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Classroom Scenarios: Learning and Technology Policy Framework
In each of these scenarios a short, 5 – 10 minute look into a classroom is presented. Upon entering each of the classrooms, this is what you observe:
Scenario #1 - Math Class
Students are working independently at their desks answering assigned questions out of their textbooks. One student is reprimanded for using the Wolfram
application on her cell phone and everyone is warned to put their phones and iPads away if they don’t want them confiscated. The teacher remains at her desk
grading quizzes. Tests and quizzes are regularly scheduled on Fridays to help address truancy problems. Homework checks occur at the beginning of the class
and marks are deducted for questions that have not been completed. Desks are arranged in rows facing the front of the class and students are discouraged from
talking or interacting with one another. The teacher’s desk sits to the side of a large whiteboard located at the front of the room and the only computer in the
room is on that desk.
Scenario #2 - Science Class
Students prepare to organize the pictures they took on a fieldtrip into a presentation. The assignment handout instructs students to include photos and
explanations of each of the following:
 an ecosystem showing the biotic/abiotic interactions that are occurring (at least 3).
 the difference between a species, population and community
 at least two of the basic needs of organisms
 an adaptation of an organism that helps it to survive
 one negative and one positive human impact on the environment
Teacher: “You may create your presentation in any program you wish but you only have 2 class periods to complete it. You can work by yourself or in a
group.”
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Students immediately rush to the cart of laptops at the back of the room to secure one of the computers. The teacher returns to his desk to check his email.
Students gather in groups of all different sizes. One group of five spends the remainder of the period taking pictures of themselves for their title page. A number
of the students take the opportunity to plug in their headphones and listen to some music while they check out their Facebook page. There is a great deal of
conversation occurring amongst students but very little of it seems to be about ecosystems.
When asked about the purpose of the assignment and how work was going to be assessed one student explained,
“I’m not sure really. I think we just have to put the pictures from a folder into a PowerPoint. I don’t know how it will be marked. I think you just have to
make sure you have lots of pictures and write some stuff about each one if you want to get a good mark.”
Scenario #3 - English Language Arts Class
Students are sitting in table groups with approximately 4-5 students at each. Very few of the students have opened their books. A number are slouched down in
their chairs and 2 or 3 students are sitting with their heads resting on their table.
Teacher: “The English diploma exam that you will be writing at the end of grade 12 will make up 50% of your final mark. Right now universities require
you to have an 80% average in order for you to get accepted. So in order to be successful, high school must prepare you to meet that challenge.
Therefore, the English department has spent considerable time looking at old diploma exam results in an effort to determine the areas where students
have experienced the most difficulty. As a result we have compiled a list of vocabulary terms that many students don’t seem to understand. You need to
become familiar with these terms so that you will be better prepared for the diploma exam. This list is also available in D2L in a folder called vocabulary.
Oh, and don’t be surprised if you see a number of these terms on the grade 10 English midterm exam coming up in a few weeks. Remember the more
practice you have with writing these types of tests the more prepared you will be to write the grade 12 diploma. To help you to learn these terms and
prepare you for the future, I would like you to define each of these terms in the glossary section of your notes.”
Teacher begins handing out the assignment sheet to students. On it, are 2 columns of vocabulary words.
Teacher: “Now I don’t think I need to remind any of you about our policy on plagiarism so please do not make the mistake of copying out the definitions
word for word from the source. Write the definitions in your own words. You may use any references you like including the Internet, a dictionary, the
glossary section at the back of your English text or whatever source you choose. You have the remainder of the period to work on this assignment but I’ll
be collecting it tomorrow so make sure you have it completed. I’ll also post this assignment on the homework page of our class website for those of you
who have a tendency to forget your books at school!”
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Scenario #4 – Social Studies
Students are in a computer lab as the teacher outlines their assignment. The teacher begins by providing the following background:
“The Internet can be a powerful tool. Not only is it a source of unlimited information but it also gives us the opportunity to explore numerous viewpoints
and perspectives. Part of the Internet's power comes from the audio and visual aspects available. Many sites on the Internet incorporate powerful
images, sounds and music to support their texts. How can these audio visual aids be utilized to portray ideas?”
After the preamble, the teacher outlines the assignment as follows:
“Using only visual and/or audio (no text or written work) create a comparison between a developed and developing nation or global region. Your
comparison should be done via PowerPoint, iMovie or any other technological means available. Visuals should be relevant, appropriate and meaningful.
Comparisons should be geographical, historical, political, economic and social. Audio should be relevant, appropriate and meaningful as well. Any music
played should fit the mood or comparison. We’ll be using a rubric to assess your projects.”
Students begin logging into their computers. A few students appear to be searching the Internet aimlessly, not looking for anything in particular. Another
student is searching Google Images under the heading of “developing nations”. He appears to have several million images to look at.
Given the Policy Framework Outcomes above, discuss:

To what extent do each of the above scenarios meet the Learning and technology policy directions?

What recommendations and actions would you have to move each scenario closer to achieving the policy directions?

What are the implications from this exercise for your school or school jurisdiction?
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Scenario: Middle School Science
Groups of teachers at two Pine Valley district middle schools recently collaborated to design a Science task. The task involved students in analyzing energy use
and waste management in each of their schools, constructing improvement plans, and creating public service videos using various forms of digital media to
solicit support for their initiatives.
Teachers planned to fully integrate technology to facilitate research, local site data gathering and analysis, to work with discipline experts to provide ongoing
feedback to students, and to foster student ongoing collaboration between the two schools. Arrangements were made for students to use sophisticated digital
data gathering and testing equipment from neighboring high schools and a local college. Student interest was high, friendly competition between the schools
was envisioned, and teachers successfully acquired sponsorship from local power and waste management companies.
Once underway however, teachers and students discovered that technology access was inadequate for the task as it was only available to students on one
afternoon per week in computer labs, which both had restricted web access, inadequate software tools for the task and hardware reliability issues. Given these
shortcomings, the teachers encouraged students to bring their own technology devices from home, but neither school's network supported student owned
devices. Frustration mounted, and the teachers then directed students to complete large portions of the task at home on their own time where most students
were believed to have ready access to appropriate technology.
While most students were able to complete portions of their work using home based technology, overall the task was not a success. Teachers were constantly
frustrated and complained to the principal that their attempt to use technology authentically, to promote intellectual engagement, and to foster collaborative
learning within their task design could not be realized.
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Further, a significant proportion of students expressed frustration that as they did not have access to suitable technology either at school or at home, they were
unable to complete the task fully and felt disadvantaged. Their parents also complained to the principal and the area superintendent, demanding that this task
be removed from their students’ term Science assessment.
To what extent does this scenario meet each of the above LTPF policy directions?
What recommendations and actions would you provide to resolve the problems within this scenario and move it closer to achieving the policy directions?
What are the implications from this exercise for your school or school jurisdiction?
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Comparative Case Studies: Learning and Technology Policy Framework
The case studies below provide sample situations that are reasonably representative of two contemporary Alberta school districts. Comparisons of these case
are intended to foster discussion and provide insights to assist in determining the actual position of your school authority or school with respect to successfully
implementing the Learning and Technology Policy Framework.
Policy Direction 5: Access, infrastructure, and Digital Learning Environments
POLICY DIRECTION 5:
ACCESS, INFRASTRUCTURE, AND DIGITAL LEARNING ENVIRONMENTS
All students, teachers, administrators and other education professionals have access to appropriate devices, reliable infrastructure, high-speed
networks and digital learning environments.
Outcomes:
Students, teachers, administrators and other educational professionals have support for and equitable access to:

devices and peripherals

digital learning environments

facilities designed to maximize learning with technology
In Alberta’s education system:

reliable infrastructures exist that support safe, secure, efficient, interoperable and sustainable networks

technology and network governance, policy and procedures ensure access essential to achieving the vision of Inspiring Education

appropriate technology is available and supported
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This exercise provides a sample situation for discussion of the state of Access, infrastructure, and Digital Learning Environments that is reasonably
representative of two contemporary Alberta school districts. Working through this case comparison is intended to provide preparation and insights to assist in
determining the actual position of your school authority or school with respect to successfully implementing this component of the Learning and Technology
Policy Framework.
Case 1: Frontier Valley School District
Case 2: West Highlands School Division
Access to technology for Frontier students is limited to several scheduled class
periods each week in networked computer lab settings that provide a limited
range of productivity applications. Access via student/staff owned devices is
not supported. Most classrooms have a networked workstation and interactive
whiteboard which teachers use for daily administrative tasks and information
displays. Teacher and administrator access is also available in offices or
common workspaces during school operational days. Off site access to
networked resources off site is not available.
West Highlands students and staff have on-demand 24/7 access to technology
via multiple workstations in each classroom that provide a range of technologies,
software applications, and networks for use during and beyond the school day.
Technology provides digitally enhanced learning environments in classrooms with
a variety of tools that extend the abilities of students and staff to access, analyze
and share information, and to build knowledge. Specific tools to enable
communication and web applications that facilitate learning in and out of school
are commonly used.
Technology typically provides few enhancements to existing learning activities
and teaching/administrative practices. Uses are generally limited to online
information gathering and basic productivity applications.
Students have ready access to digital content within digital learning environments
that provide multiple pathways to learning. Technology enables student
online/blended learning environments to support and extend learning. Students
often demonstrate their understanding digitally. Most students – including all
exceptional needs populations – have access to appropriate technologies to
achieve the learning standards within provincial curricula.
Digital technologies are occasionally used by teachers to support instruction,
and students rarely choose to demonstrate their understanding digitally.
Teachers, administrators and students do not have access to technology to
build connections beyond the school.
Students lack access to online/blended learning environments, and those with
exceptional learning needs have little or no access to assistive technologies.
District policy and procedures do not directly address technology and network
access in relation to learning.
Facilities are provided to support information technology that archives student
demographic data, summative assessment data, and report generation. Staff
has limited access to this data on school days and use basic tools to produce
quarterly reports.
Existing facilities and systems are not readily adaptable to incorporate
personalized, mobile technologies, cloud-based computing, or personally
owned devices. Technical and user support is inconsistent or ineffective.
Access and usability issues often remain unresolved and significantly impede
technology use.
District policy and procedures do not refer to digital learning environments as
an element to achieving the vision of Inspiring Education.
Digital technologies support teachers in the design of learning tasks as they
access curriculum, instruction, and assessment information to construct projectbased or problem-based learning that incorporates technology. Teachers and
students regularly use technology to build connections locally and globally.
District facilities are designed and maintained to support a reliable information
technology system. The system integrates student data (formative and
summative) and learning standards. Technical and user support is available from
school-based colleagues with expertise and district technicians who work with
teachers to foster technology integration.
Facilities and systems have limited capacity to incorporate personalized, mobile
technologies, cloud-based computing and personally owned device models.
District policy and procedures reference digital learning environments as an
important element to achieving the vision of Inspiring Education.
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In light of Policy Direction 5 above, consider where each district is in terms of successfully implementing the Access, infrastructure, and Digital Learning
Environments component. Specifically:

Which district is best positioned to successfully implement this policy direction?

What specific suggestions do you have for Frontier Valley SD that would enable them to meet this policy direction?

What specific suggestions do you have for West Highlands SD that would enable them to meet this policy direction?

How may this scenario apply to your district or school?
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Comparative Case Study Policy Direction 4: Leadership
This exercise provides a sample situation for discussion of the state of Leadership in technology and learning that is designed to be reasonably representative
of two contemporary Alberta school districts. Working through this case comparison is intended to provide preparation and insights to assist in determining the
actual position of your school authority or school with respect to successfully implementing the Leadership component of the Learning and Technology Policy
Framework.
POLICY DIRECTION 4: LEADERSHIP
Education leaders establish policy and governance structures, cultivate innovation and build capacity
within the system to leverage technology in support of student-centered learning and system
efficiencies.
Outcomes:
Education leaders at all levels champion effective and innovative uses of technology for all schools. As
a result:
a. government and school authorities have clarity and coherence in the policies and procedures
that govern educational and administrative uses of technology in all schools
b. teachers, administrators and other education professionals use technology innovatively,
effectively and efficiently
c. economies of scale that achieve cost effectiveness and efficiencies in educational technology
are realized
d. up-to-date guidelines and standards on uses of technology inform school authority education
plans
(Alberta Education Learning and Technology Framework, 2013)
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Case 1: Sunnydale School District
Case 2: Enterprise School Division
Technology use, infrastructure, and associated pedagogy in Sunnydale
SD is largely dependent upon initiatives of local school Principals and
teacher leaders. Technology decisions are often made autonomously by
staff at the school level based upon personal interests and lowest cost
rather than upon evidence of student and professional learning needs.
Enterprise SD has a deliberate and informed approach to learning
with technology, and has devoted considerable attention and
resources to technology infrastructure and use. Networks, supporting
infrastructure, and a wide range of technology tools are established
and maintained to facilitate student learning within an established
pedagogical model.
Although most schools have computer labs, digital whiteboards and a
classroom computer for teacher use, Sunnydale schools often employ a
variety of hardware, software and operating systems. Interoperability
and reliability issues are common with detrimental effects upon staff
effectiveness and efficiency with technology.
While district policy and administrative policies generally support
technology for learning and administrative purposes, technology use
outcomes are not directly addressed. School district plans lack definitive
statements as to the provision of educational technology or a rationale
for its use by students and teachers. District policy and procedures do
not address expectations for the legal and ethical uses of educational
technologies by students or staff, nor do they refer to digital learning
environments as an element to achieving the vision of Inspiring
Education.
While some pedagogical and administrative practices are supported by
technology, anecdotal evidence suggests that professional staff have
little confidence in using technology to facilitate teaching, learning,
professional development or administration.
Nonetheless, a minority of Sunnydale teachers and administrators has
recently expressed a desire for opportunities to investigate more
innovative uses of technology to enhance student and professional
learning. Several Principals and School Councils have raised local funds
to enter into individual site-based lease/purchase arrangements and
plan to install mobile wireless networks to accommodate laptops, tablets
and student owned devices.
Policies and administrative practices directly refer to digital learning
environments as an element to achieving the vision of Inspiring
Education. These include clear expectations for digital content, as
well as for support systems and learning environments that enable
student learning and to sustain existing teaching practices.
Technology decisions are guided by established policies and
procedures, and informed by both teachers and school
administrators.
Professional staff has an established view of the use of technology to
access information and to produce instructional presentations and
various reports. Interactive whiteboards and mobile wireless networks
that accommodate laptops, tablets and student/staff owned devices
have recently been made available in all schools and district
workplaces to improve the acquisition and sharing of information.
Pedagogical and administrative practices and policies exist within a
culture of effectiveness and cost efficiency. Enterprise SD values
investments in technologies that have demonstrated potential to
improve student learning on standardized assessments, and that sustain
established teaching practices.
Enterprise SD has recently focused upon supporting professional
development through collaborative networks. Although this initiative
has met with limited user acceptance, small groups of district
teachers are using collaborative networks and social media to
promote technology use in support of student-centered learning, and
as a catalyst for innovation.
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In light of Policy Direction 4 above, consider the readiness of each district to successfully implement the Leadership component.
Specifically:

Which district is best positioned to successfully implement this policy direction?

What specific suggestions do you have for Sunnydale SD that would enable them to meet this policy direction?

What specific suggestions do you have for Enterprise SD that would enable them to meet this policy direction?

How may this case comparison apply to your district or school?
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LTPF Implementation Planning Guide: School Authority Leaders
This sample planning guide is provided to support school authority leaders with implementation of the Learning and Technology Policy Framework (LTPF). The LTPF is designed
to provide guidance and strategic direction for local policies that enable K-12 school authorities to achieve the vision
of Inspiring Education through the innovative and effective
use of technology. The framework sets five interdependent policy directions:
1. Student-Centred Learning
Technology is used to support student-centred, personalized, authentic learning for all students.
2. Research and Innovation
Teachers, administrators and other education professionals read, review, participate in, share and apply research and evidence-based practices to sustain and advance
innovation in education.
3. Professional Learning
Teachers, administrators and other education professionals develop, maintain and apply the knowledge, skills and attributes that enable them to use technology
effectively, efficiently and innovatively in support of learning and teaching.
4. Leadership
Education leaders establish policy and governance structures, cultivate innovation and build capacity within the system to leverage technology in support of studentcentered learning and system efficiencies.
5. Access, Infrastructure and Digital Learning Environments
All students, teachers, administrators and other education professionals have access to appropriate devices, reliable infrastructure, high-speed networks and digital
learning environments.
These five policy directions provide comprehensive structures to enable the innovative use of technology in learning, teaching, leadership and administration. Given the
interdependent nature of these directions, it is anticipated that Superintendents and system leaders such as Directors of Technology, Professional Development, Learning, and
those in similar positions will be involved in collaborative planning for implementation. The involvement of school administrators, teachers, trustees, students, school councils
and school community stakeholders at particular stages may also be considered.
Please note that the elements and sequences in this guide are intended to be flexible, as it is expected that implementers will adapt and revise this guide to suit local
circumstances.
Implementation Tools
To assist in the assessment and planning process, an LPTF Toolkit of resources for school authority leaders has been developed to inform planning discussions, to guide
implementation, and to assess progress at various stages. The Toolkit includes the following:
o
Implementation Readiness Assessment
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o
Sample Implementation meeting Agenda
o
LTPF School Authority Actions Summary
o
Learning and Technology Policy Framework Outcomes Matrices
o
Case Comparisons and Scenarios for discussion
See: http://education.alberta.ca/admin/technology/policyframework.aspx
Policy Framework Review and Current Assessment
Implementation cannot reasonably proceed without a clear understanding of the Learning and Technology Policy Framework (LTPF), and an assessment of current local practices
to determine readiness of the school for implementation. The complete LTPF is available onlne at: http://www.education.alberta.ca/admin/technology/PolicyFramework.aspx
The following questions may be useful to begin discussion about the implementation process:

What is the current status of Learning and Technology within our school authority with respect to the outcomes of the Learning and Technology Framework?

What actions in this policy framework can be identified that will affect our school authority/school?

What are the expected outcomes of this policy framework?

To what extent does our school authority/school currently meet them?

What challenges could implementation present?

What are the opportunities?

What is a reasonable initial estimate of the time required to complete implementation?
The LTPF Toolkit contains a variety of resources to enable implementers to provide an informed assessment of current practices with learning and technology and
implementation readiness.
Clarifying Implementation Roles and Processes
School authority level staff tasked with planning for implementation of the Learning and Technology Policy Framework will initially need to determine who will be involved in
planning for implementation, and understand the audience(s).
 Who has a stake in the implementation planning and to what extent?
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o
School administrators, teachers, specialists, support staff, students, parents, Trustees, school councils, the school community?
• Who will lead the implementation initiative? Who is the most responsible
person(s)?
• Who will guide implementation?
o
o
Who will create the implementation plan?
A committee? Designated district staff member(s)? Principals? School based staff?
 Will there be a distinct system wide implementation plan, individual school plans or an integrated approach?
Information Resources
Once local readiness has been determined, identifying and gathering the necessary human and other local resources for implementation may proceed as follows:

Identify and assemble relevant information from reports, policies, procedures, planning documents, data sets and other school authority and provincial resources that
will inform and facilitate implementation planning. Examples could include:
o School authority Accountability Pillar reports
o Three Year business plans
o Annual reports
o Technology plans
o School authority policies & and administrative procedures
o Budgets.

Identify the resources (eg. personnel and time) required for planning, implementation, management and review. Consider what can reasonably be achieved with
available resources.

Confirm that existing resources will be available and/or determine how additional resources will be acquired.
Timelines
Once the assessed needs and available resources are identified, questions to guide the construction of an implementation timeline may include:

Should implementation be attempted for all policy areas simultaneously over a single time frame, or in a shorter series of phases/steps each dealing with specific policy
directions?

How will our implementation plan for this policy framework fit with existing school authority initiatives?

What is a reasonable estimated timetable to achieve implementation?
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Determining Targets
Targets reflect the commitment of a school authority to the achievement of specific and measurable outcomes within this policy framework. Points to consider include:

Targets need to be measurable, demonstrable, or observable in terms of funding, time, quality and/or quantity. Most of these measures must be present to validate a
target.

Planning targets for this policy framework need to be manageable within – and complementary to - the larger context of school authority operations and initiatives.
The LTPF Toolkit of resources for school authorities described above may be employed to measure readiness as well as to track progress toward, or achievement of,
implementation targets. For school authorities, the LTPF School Authority Actions Summary document is particularly recommended.

Planning Priorities
The LPTF Toolkit contains assessment resources to assist implementers in identifying specific gaps in current performance as compared to the outcomes stated in the policy
framework. Where performance gaps are revealed, these may be identified as Low Readiness areas and receive priority in planning for implementation. A level of priority for
each target may also be assigned to ensure that those considered essential will be addressed first.

Potential Costs
When crafting targets, implementers need to consider the costs that may arise. Such costs may include:
• The time required for personnel to carry out implementation actions.
• Potential additions and/or upgrades to technology infrastructure

Setting Implementation targets
Primary planning may be viewed as completed when targets have been established and described. In order to achieve these targets, implementers can then proceed to
identifying specific strategies and actions to implement and manage the plan.
Strategies

Guide decisions and allocate resources in order accomplish targets.

Provide clear direction and description of the actions to be undertaken to achieve identified targets.
Actions
Actions are the actual tasks to be done. They are:
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• Are concrete and rooted in the realities of school authority operations
• Include estimates of the time required for completion and target dates
• Include names of individuals who are responsible for completing each
task.
Action Plans
Action plans are concrete statements detailing the specific tasks that need to be completed to attain the planning targets. Action plans:
• Summarize the actions that collectively need to be carried out.
• Give life to the strategies
• May include budget or cost cap
• Facilitate job completions, which can then be used to measure results
In the event that carrying out of planned actions prompts consideration of new or revised actions, these need to be screened for consistency with the overall plan and
the availability of supporting resources.
Setting implementation targets commits identified personnel and resources and to achieve a stated target/goal by a set time. Each target/goal could include specific date(s) for
reviewing implementation and for completion.
Examples:
“By (month, year), _______school authority will have implemented the Learning and Technology Policy Framework.”
“By (month, year), ____ school authority will have implemented Policy Direction 1 of the Learning and Technology Policy Framework: Student-Centred Learning.”
“By (month, year), _____ school authority will have implemented Policy Direction 2 of the Learning and Technology Policy Framework: Research and Innovation.”
“By (month, year), _____ school authority will have implemented Policy Direction 3 of the Learning and Technology Policy Framework: Professional Learning.”
“By (month, year), _____ school authority will have implemented Policy Direction 4 of the Learning and Technology Policy Framework: Leadership.”
“By (month, year), _____ school authority will have implemented Policy Direction 5 of the Learning and Technology Policy Framework: Access, Infrastructure and Digital
Learning Environments.”
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Sample Planning Table
Planning Target
Strategy
By December 2015,
School Authority
schools will have
implemented Policy
Direction 1 of the
LTPF: Student-Centred
Learning.
Teachers will review
the LTPF Matrix for
Student-Centered
Learning, determine
areas of growth, and
engage in collaborative
professional
development to attain
this planning target.
Action Plan
Actions
Responsibility
Administrators will
facilitate professional
learning.
Administrators construct PD
plan, facilitate sessions,
assemble relevant resources and
assess implementation.
Teachers will complete a
professional development
plan with administrators.
Each teacher reviews the LTPF
document and Matrix for
Student-Centered Learning and
sets improvement targets.
Principal/Ass’t.
Principal
Due Date
Dec./15
Budget
Notes
TBD
Teacher
Communications
Consideration should be given to the specific School Authority communications—to internal and/or external audiences— required before, during and after implementation is
completed. Example audiences to consider include:
o
o
o
o
o
o
o
o
Administrators
Trustees
Teachers and certificated district staff
Support Staff
Students
School Councils
Parents
Local media
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Implementation Planning Guide: School Authority Technology Leaders
This sample guide is provided to support school authority technology leaders with implementation of the Learning and Technology Policy Framework 2013 (LTPF). The LTPF is
designed to provide guidance and strategic direction for local policies that enable K-12 school authorities to achieve the vision
of Inspiring Education through the innovative and
effective use of technology.
The framework sets five interdependent policy directions:
1. Student-Centred Learning
Technology is used to support student-centred, personalized, authentic learning for all students.
2. Research and Innovation
Teachers, administrators and other education professionals read, review, participate in, share and apply research and evidence-based practices to sustain and advance
innovation in education.
3. Professional Learning
Teachers, administrators and other education professionals develop, maintain and apply the knowledge, skills and attributes that enable them to use technology
effectively, efficiently and innovatively in support of learning and teaching.
4. Leadership
Education leaders establish policy and governance structures, cultivate innovation and build capacity within the system to leverage technology in support of studentcentered learning and system efficiencies.
5. Access, Infrastructure and Digital Learning Environments
All students, teachers, administrators and other education professionals have access to appropriate devices, reliable infrastructure, high-speed networks and digital
learning environments.
These five policy directions provide comprehensive structures to enable the innovative use of technology in learning, teaching, leadership and administration. Given the
interdependent nature of these directions, it is anticipated that technology leaders such as Directors of Technology will collaborate with other system level leaders including
Superintendents, Directors of Professional Development and those in similar positions to plan for implementation. The involvement of school administrators, teachers, trustees,
students, school councils and school community stakeholders at particular stages may also be considered.
Please note that the elements and sequences in this guide are intended to be flexible, as it is expected that implementers will adapt and revise this guide to suit local
circumstances.
Implementation Toolkit
To assist in the assessment and planning process, a Toolkit of resources for school leaders has been developed to inform planning discussions, to guide implementation, and to
assess progress at various stages. The Toolkit includes the following:
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o
Implementation Readiness Assessment: Learning and Technology Policy Framework
o
Sample Implementation meeting Agenda
o
LTPF School Authority Actions Summary
o
Learning and Technology Policy Framework 2013
o
Learning and Technology Policy Framework Outcomes Matrices
o
Case Comparisons and Scenarios for discussion
See: http://education.alberta.ca/admin/technology/policyframework.aspx
Clarifying Implementation Roles and Processes
School authority level staff tasked with planning for implementation of the Learning and Technology Policy Framework will initially need to determine who will be involved in
planning for implementation, and understand the audience(s).
 Who has a stake in the implementation planning and to what extent?
o
Senior leadership, School administrators, teachers, specialists, support staff, students, parents, Trustees, school councils, the school community?
• Who will lead the implementation initiative? Who is the most responsible person(s)?
• Who will guide implementation?
o
o
Who will create the implementation plan?
A committee? Designated district staff member(s)? Principals? School based staff?
 Will there be a distinct system wide implementation plan, individual school plans or an integrated approach?
Policy Framework Review and Current Assessment
Implementation cannot reasonably proceed without a clear understanding of the Learning and Technology Policy Framework (LTPF), and an assessment of current local practices
to determine readiness of the school for implementation. The complete Policy Framework is available at http://education.alberta.ca/admin/technology/policyframework.aspx
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The following questions may be useful to begin discussion about the implementation process:

What is the current status of Learning and Technology within our school authority with respect to the outcomes of the Learning and Technology Framework?

What are the expected outcomes of this policy framework?

What actions in this policy framework can be identified that will affect our school authority/school?

To what extent does our school authority/school currently meet them?

What challenges could implementation present?

What are the opportunities?

What is a reasonable initial estimate of the time required to complete implementation?
The LTPF Toolkit above contains a variety of resources to enable implementers to provide an informed assessment of current practices with learning and technology and
implementation readiness.
Information Resources
Once local readiness has been determined, identifying and gathering the necessary human and other local resources for implementation may proceed as follows:

Identify and assemble relevant information from reports, policies, procedures, planning documents, data sets and other school authority and provincial resources that
will inform and facilitate implementation planning. Examples could include:
o School authority Accountability Pillar reports
o Three Year business plans
o Annual reports
o Technology plans
o School authority policies & and administrative procedures
o Budgets.

Identify the resources (eg. personnel and time) required for planning, implementation, management and review. Consider what can reasonably be achieved with
available resources.

Confirm that existing resources will be available and/or determine how additional resources will be acquired.
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Timelines
Once the assessed needs and available resources are identified, questions to guide the construction of an implementation timeline may include:

Should implementation be attempted for all policy areas simultaneously over a single time frame, or in a shorter series of phases/steps each dealing with specific policy
directions?

How will our implementation plan for this policy framework fit with existing school authority initiatives?

What is a reasonable estimated timetable to achieve implementation?
Determining Targets
Targets reflect the commitment of a school authority to the achievement of specific and measurable outcomes within this policy framework. Points to consider include:

Targets need to be measurable, demonstrable, or observable in terms of funding, time, quality and/or quantity. Most of these measures must be present to validate a
target.

Planning targets for this policy framework need to be manageable within – and complementary to - the larger context of school authority operations and initiatives.
The LTPF Toolkit of resources for school authorities described above may be employed to measure readiness as well as to track progress toward, or achievement of,
implementation targets. For school authority technology leaders, the LTPF School Authority Actions Summary document is particularly recommended.

Planning Priorities
The LPTF Toolkit contains assessment resources to assist implementers in identifying specific gaps in current performance as compared to the outcomes stated in the policy
framework. Where performance gaps are revealed, these may be identified as Low Readiness areas and receive priority in planning for implementation. A level of priority for
each target may also be assigned to ensure that those considered essential will be addressed first.

Potential Costs
When crafting targets, implementers need to consider the costs that may arise. Such costs may include:
• The time required for personnel to carry out implementation actions.

• Potential additions and/or upgrades to technology infrastructure
Setting Implementation targets
Primary planning may be viewed as completed when targets have been established and described. In order to achieve these targets, implementers can then proceed to
identifying specific strategies and actions to implement and manage the plan.
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Strategies

Guide decisions and allocate resources in order accomplish targets.

Provide clear direction and description of the actions to be undertaken to achieve identified targets.
Actions
Actions are the actual tasks to be done. They are:
• Are concrete and rooted in the realities of school authority operations
• Include estimates of the time required for completion and target dates
• Include names of individuals who are responsible for completing each
task.
Action Plans
Action plans are concrete statements detailing the specific tasks that need to be completed to attain the planning targets. Action plans:
• Summarize the actions that collectively need to be carried out.
• Give life to the strategies
• May include budget or cost cap
• Facilitate job completions, which can then be used to measure results
In the event that carrying out of planned actions prompts consideration of new or revised actions, these need to be screened for consistency with the overall plan and
the availability of supporting resources.
Setting implementation targets commits identified personnel and resources and to achieve a stated target/goal by a set time. Each target/goal could include specific date(s) for
reviewing implementation and for completion.
Examples:
“By (month, year), _______school authority will have implemented the Learning and Technology Policy Framework.”
“By (month, year), ____ school authority will have implemented Policy Direction 1 of the Learning and Technology Policy Framework: Student-Centred Learning.”
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“By (month, year), _____ school authority will have implemented Policy Direction 2 of the Learning and Technology Policy Framework: Research and Innovation.”
“By (month, year), _____ school authority will have implemented Policy Direction 3 of the Learning and Technology Policy Framework: Professional Learning.”
“By (month, year), _____ school authority will have implemented Policy Direction 4 of the Learning and Technology Policy Framework: Leadership.”
“By (month, year), _____ school authority will have implemented Policy Direction 5 of the Learning and Technology Policy Framework: Access, Infrastructure and Digital
Learning Environments.”
Sample Planning Table
Planning Target
Strategy
By December 2015,
School Authority
schools will have
implemented Policy
Direction 1 of the
LTPF: Student-Centred
Learning.
Teachers will review
the LTPF Matrix for
Student-Centered
Learning, determine
areas of growth, and
engage in collaborative
professional
development to attain
this planning target.
Action Plan
Actions
Responsibility
Administrators will
facilitate professional
learning.
Administrators construct PD
plan, facilitate sessions,
assemble relevant resources and
assess implementation.
Teachers will complete a
professional development
plan with administrators.
Each teacher reviews the LTPF
document and Matrix for
Student-Centered Learning and
sets improvement targets.
Principal/Ass’t.
Principal
Due Date
Dec./15
Budget
Notes
TBD
Teacher
Communications
Consideration should be given to the specific School Authority communications—to internal and/or external audiences— required before, during and after implementation is
completed. Example audiences to consider include:
o
o
o
o
o
o
o
o
Administrators
Trustees
Teachers and certificated district staff
Support Staff
Students
School Councils
Parents
Local media
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Implementation Planning Guide: School Leaders
This sample guide is provided to support leaders at the school and school authority levels with implementation of the Learning and Technology Policy Framework 2013 (LTPF).
The LTPF is designed to provide guidance and strategic direction for local policies and actions that enable K-12 schools to achieve the vision
of Inspiring Education through the
innovative and effective use of technology. The framework sets five interdependent policy directions:
1. Student-Centred Learning
Technology is used to support student-centred, personalized, authentic learning for all students.
2. Research and Innovation
Teachers, administrators and other education professionals read, review, participate in, share and apply research and evidence-based practices to sustain and advance
innovation in education.
3. Professional Learning
Teachers, administrators and other education professionals develop, maintain and apply the knowledge, skills and attributes that enable them to use technology
effectively, efficiently and innovatively in support of learning and teaching.
4. Leadership
Education leaders establish policy and governance structures, cultivate innovation and build capacity within the system to leverage technology in support of studentcentered learning and system efficiencies.
5. Access, Infrastructure and Digital Learning Environments
All students, teachers, administrators and other education professionals have access to appropriate devices, reliable infrastructure, high-speed networks and digital
learning environments.
These five policy directions provide comprehensive structures to enable the innovative use of technology in learning, teaching, leadership and administration. Given the
interdependent nature of these directions, it is anticipated that school administrators, classroom teachers, curriculum leaders, department heads, learning coaches and others in
similar school based positions will be involved in collaborative planning for implementation. The involvement of students, school council, parents and school community
members at particular stages may also be considered.
Please note that the elements and sequences in this guide are intended to be flexible, as it is expected that implementers will adapt and revise this guide to suit local
circumstances.
Implementation Toolkit
To assist in the assessment and planning process, a Toolkit of resources for school leaders has been developed to inform planning discussions, to guide implementation, and to
assess progress at various stages. The Toolkit includes the following:
o
Implementation Readiness Assessment: Learning and Technology Policy Framework
o
Sample Implementation meeting Agenda
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o
Learning and Technology Policy Framework 2013
o
Learning and Technology Policy Framework Outcomes Matrices
o
Case Comparisons and Scenarios for discussion
See: http://education.alberta.ca/admin/technology/policyframework.aspx
Clarifying Implementation Roles and Processes
School staff tasked with planning for implementation of the Learning and Technology Policy Framework will initially need to determine who will be involved in planning for
implementation, and understand the audience(s).
 Who has a stake in the implementation planning and to what extent?
o
Teachers, support staff, students, parents, school council, Trustee, the school community?
• Who will lead the implementation initiative in our school? Who is the most responsible person(s)?
• Who will create the implementation plan?
 Who will guide or oversee the plan?
o The principal? A committee? Designated staff member(s)?
Policy Framework Review and Current Assessment
Implementation cannot reasonably proceed without a clear understanding of the Learning and Technology Policy Framework (LTPF), and an assessment of current local practices
to determine readiness of the school for implementation. The complete Policy Framework is available at http://education.alberta.ca/admin/technology/policyframework.aspx
The following questions may be useful to guide discussion about the implementation process:

What are the expected outcomes of this policy framework?

What is our understanding of the current status of Learning and Technology within our school with respect to the outcomes of the Learning and Technology
Framework?

To what extent does our school currently meet these outcomes?

What actions in this policy framework may affect our school?
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
What challenges could implementation present?

What are the opportunities?

Should implementation for all policy areas be approached simultaneously or in phases/steps each dealing with a specific policy direction?

What is a reasonable initial estimate of the time required to complete implementation?
The LTPF Toolkit above contains a variety of resources to enable implementers to provide an informed assessment of current practices with learning and technology.
Information Resources
Once the level of school readiness has been determined, identifying and gathering the human and other local resources necessary for implementation may proceed as follows:

Identify and assemble relevant information that will inform and facilitate implementation planning. Sources may include:
o School annual reports
o Accountability Pillar reports
o School data sets
o School and district policies & planning documents
o Technology plans
o Budgets

Identify the resources (eg. personnel and time) required for planning, implementation, management and review.

Confirm that resources will be available and/or determine how any additional these resources will be acquired.
Timelines
Questions to guide the construction of an implementation timeline based upon assessed needs and available resources may include:

Should implementation be attempted for all policy areas simultaneously over a single time frame, or in shorter phases/steps each dealing with a specific policy
direction?

How will our implementation plan for this policy framework fit with existing school initiatives?

What is a reasonable estimated timetable for our school to achieve implementation?
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Determining Targets
Targets reflect the commitment of a school to the achievement of specific and measurable outcomes within this policy framework. Points to consider include:

Targets need to be measurable, demonstrable, or observable in terms of funding, time, quality and/or quantity. Most of these measures must be present to validate a
target.

Planning targets for this policy framework need to be manageable within – and complementary to - the larger context of school operations and initiatives.
The LTPF Toolkit of resources described above may be employed at various stages to track progress toward, or achievement of, implementation targets.

Planning Priorities
The LPTF Toolkit contains assessment resources to assist implementers in identifying specific gaps in current performance as compared to the outcomes stated in the policy
framework. Where performance gaps are revealed these may be identified as Low Readiness areas and receive priority in planning for implementation. A level of priority for
each target may also be assigned to ensure that those considered essential will be addressed first.

Potential Costs
When crafting targets, implementers need to consider the costs that may arise. Such costs may include:
• Additional time required for personnel to carry out implementation actions.
• Potential additions and/or upgrades to technology infrastructure

Setting Implementation targets
Primary planning may be viewed as completed when targets have been established and described. In order to achieve these targets, implementers can then proceed to
identifying specific strategies and actions to implement and manage the plan.
Strategies

Guide decisions and allocate resources in order accomplish targets.

Provide clear direction and description of the actions to be undertaken to achieve identified targets.
Actions
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Actions are the actual tasks to be done. They are:
• Are concrete and rooted in the realities of school operations
• Include estimates of the time required for completion and target dates
• Include names of individuals who are responsible for completing each
task.
Action Plans
Action plans are concrete statements detailing the specific tasks that need to be completed to attain the planning targets. Action plans:
• Summarize the actions that collectively need to be carried out.
• Give life to the strategies
• May include a budget or cost cap
• Facilitate job completions, which can then be used to measure results
In the event that carrying out of planned actions prompts consideration of new or revised actions, these need to be screened for consistency with the overall plan and
the availability of supporting resources.
Setting implementation targets commits identified personnel and resources and to achieve a stated target/goal by a set time. Each target/goal could include specific date(s) for
reviewing implementation and for completion.
Examples:
“By (month, year), _______school will have implemented the Learning and Technology Policy Framework.”
“By (month, year), ____school staff will have implemented Policy Direction 1 of the Learning and Technology Policy Framework: Student-Centred Learning.”
“By (month, year), _____school staff will have implemented Policy Direction 2 of the Learning and Technology Policy Framework: Research and Innovation.”
“By (month, year), _____school staff will have implemented Policy Direction 3 of the Learning and Technology Policy Framework: Professional Learning.”
“By (month, year), _____school staff will have implemented Policy Direction 4 of the Learning and Technology Policy Framework: Leadership.”
“By (month, year), _____school staff will have implemented Policy Direction 5 of the Learning and Technology Policy Framework: Access, Infrastructure and Digital
Learning Environments.”
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Sample Planning Table
Planning Target
Strategy
By December 2015,
our school will have
implemented Policy
Direction 1 of the
LTPF: Student-Centred
Learning.
Teachers will review
the LTPF Matrix for
Student-Centered
Learning, determine
areas of growth, and
engage in collaborative
professional
development to attain
this planning target.
Action Plan
Actions
Responsibility
Administrators will
facilitate professional
learning.
Administrators construct PD
plan, facilitate sessions,
assemble relevant resources and
assess implementation.
Teachers will complete a
professional development
plan with administrators.
Each teacher reviews the LTPF
document and Matrix for
Student-Centered Learning and
sets improvement targets.
Principal/Ass’t.
Principal
Due Date
Dec./15
Budget
Notes
TBD
Teacher
Communications
Consideration should be given to the specific communications—to internal and/or external audiences— required before, during and after implementation is completed. Example
school audiences to consider include:
o
o
o
o
o
o
o
Teachers and certificated district staff
Support Staff
Students
School Councils
Parents
Trustees
Local media
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Implementation Planning Agenda Sample: School Authority Leadership
Learning and Technology Policy Framework:
This sample agenda is provided to assist members of a school authority leadership team with implementation of the Learning and Technology Policy Framework.
It is anticipated that this team would include Superintendents and system leaders such as Directors of Technology, Learning, Professional Development, and
those in similar system level positions. Please note that the elements, sequence and time allotments below are intended to be flexible. This sample agenda
should be revised and adapted to suit the complexity, current readiness and local circumstances particular to each jurisdiction.
Core questions to consider:

Where are we now with Learning and Technology?

What is the readiness of our school authority for implementation?

What specific steps do we need to identify to achieve implementation?
Suggested Time Frame: 1 day
Required Documents:
Alberta Education Learning and Technology Framework 2013 (LPTF)
Implementation Readiness Assessment: LTPF
LTPF School Authority Actions Summary
Implementation Planning Guide: LTPF
LTPF Outcomes Matrix
The above documents may be accessed at: http://education.alberta.ca/admin/technology/policyframework.aspx
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Objectives:
1. Understand the requirements of the LTPF
2. Determine the current status of Learning and Technology within the school authority with respect to the outcomes of the LTPF
3. Identify specific requirements and next steps to achieve implementation of the LTPF
4. Draft an implementation plan
Sample Agenda
Review the Learning and
Technology Framework
Outcomes

Read the Executive Summary pages 4-7 Alberta Education Learning and Technology Framework 2013
Note: This step may be a brief review if participants have read this material in advance
(.5 hours)
Complete the Leadership
Comparative Case Study
Exercise:
Learning and Technology Policy Framework: POLICY DIRECTION 4: LEADERSHIP
Discussion:

What similarities or differences to your current situation did you note in this comparison?

What elements of this case comparison may apply to you?

What similarities or differences to your current situation did you note in this scenario?

What elements of this scenario may apply to you?
(.5 hours)
Complete the Learning and
Technology Classroom
Scenarios
(.5 hours)
Complete the Implementation
Readiness Assessment:
Learning and Technology
Policy Framework
This assessment provides an overview of a school authority’s readiness to implement the Learning and Technology
Framework by identifying current areas of strength as well as those that may require attention.

Based upon your knowledge of technology use in your authority, begin by completing the assessment individually.
Choose the descriptor that best describes the current status of technology implementation for each of the Policy
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(.5 hours)
Determine implementation
readiness for each policy
framework outcome.
Directions.

Use the spaces provided to note examples of supporting evidence for your choices and possible next steps. Please be
specific.

As a group, share your assessments and supporting evidence. Through collaborative discussion, reach consensus on
an assessment of current practice and performance for each of the five policy areas.

Review the LTPF Outcomes Matrices: A detailed matrix for each of the 5 policy outcomes has been developed to
provide sample descriptions of each outcome. For each policy element, descriptions are provided at four levels
ranging from Rarely Evident to Consistently Evident. Images of practices range from those that would not meet the
Learning and Technology Policy standard, to those that illustrate developing understanding, those that approach
standards, and those that meet them.

Review your readiness assessments and identify specific gaps in current performance as compared to the outcomes
stated in the policy framework. List these gaps as Low Readiness areas.

Prioritize low readiness areas as High Priority
(1.0 hours)
Review the LTPF School
Authority Actions Document
(1.0 hours)
This document summarizes all of the outcomes of the Learning and Technology Policy Framework and recommended actions
for school authorities.

Map these actions to the readiness assessment completed above

Note the specific actions in this document that relate to the High Priority areas you have identified

Consider rephrasing specific action statements as questions.
Example: Student Centered Learning, action “b”:
To what extent have we developed a coherent alignment for the use of technology across curriculum (i.e., programs of
study, assessment, learning and teaching resources), instruction and online and digital learning?
Example: Professional Learning, action “a”:
To what extent do we use data and research to inform the design of professional programs and to ascertain and
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increase the effectiveness of such programs in making progress toward local goals and priorities?
Example: Access, Infrastructure and Digital
Learning Environments, action “e”:
To what extent do we provide students, teachers, administrators and other education professionals with access to
high-quality digital learning environments?
Plan for Implementation

Determine goals that will close identified gaps to achieving policy implementation
(3.0 hours)

Review the Implementation Planning Guide: Learning and Technology Policy Framework (LTPF). This document is
intended to support implementation for school authority and school level planners. It is expected that it will be
adapted and revised to suit local circumstances.

Construct the school authority’s implementation plan.
Supporting Resources:
Learning and Technology Policy Framework Toolkit:
To assist in the assessment and planning process, a Toolkit of resources for school authority leaders has been developed to inform planning discussions and to
guide implementation. The Toolkit includes the following:
o
Implementation Readiness Assessment: Learning and Technology Policy Framework
o
Sample Implementation meeting Agenda
o
LTPF School Authority Actions Summary
o
Learning and Technology Policy Framework 2013
o
Learning and Technology Policy Framework Outcomes Matrices
o
Case Comparisons and Scenarios for discussion
See: http://education.alberta.ca/admin/technology/policyframework.aspx
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Implementation Planning Agenda Sample: Technology Leaders
Learning and Technology Policy Framework
This sample agenda is provided to assist school authority technology leaders with implementation of the Learning and Technology Policy Framework (LTPF).
Given the nature of the LTPF it is anticipated that Superintendents and system leaders such as Directors of Instruction, Learning, Professional Development, and
those in similar system level positions will be involved. Please note that the elements, sequence and time allotments below are intended to be flexible. This
sample agenda should be revised and adapted to suit the complexity, current readiness and local circumstances particular to each jurisdiction.
Core questions to consider:

Where are we now with Learning and Technology?

What is the readiness of our school authority for implementation?

What specific steps do we need to identify to achieve implementation?
Suggested Time Frame: 1 day
Required Documents:
Alberta Education Learning and Technology Framework 2013 (LPTF)
Implementation Readiness Assessment: LTPF
LTPF School Authority Actions Summary
Implementation Planning Guide: LTPF
LTPF Outcomes Matrix
The above documents will be posted at: http://education.alberta.ca/admin/technology/policyframework.aspx
Objectives:
1. Understand the requirements of the LTPF
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2. Determine the current status of Learning and Technology within the school authority with respect to the outcomes of the LTPF
3. Identify specific requirements and next steps to achieve implementation of the LTPF
4. Draft an implementation plan
Sample Agenda
Review the Learning and
Technology Framework
Outcomes

Read the Executive Summary pages 4-7 Alberta Education Learning and Technology Framework 2013
Note: This step may be a brief review if participants have read this material in advance.
(.5 hours)
Complete the Comparative
Case Exercise:
Learning and Technology Policy Framework: POLICY DIRECTION 4: LEADERSHIP
Discussion:
(.5 hours)
Complete the Learning and
Technology Classroom
Scenario
(.5 hours)
Complete the Access,
Infrastructure, And Digital
Learning Environments
Situated Scenario
(.5 hours)
Complete the Implementation
Readiness Assessment:
Learning and Technology
Policy Framework

What similarities or differences to your current situation did you note in this comparison?

What elements of this case comparison may apply to you?

What similarities or differences to your current situation did you note in this scenario?

What elements of this scenario may apply to you?

What similarities or differences to your current situation did you note in this scenario?

What elements of this scenario may apply to you?
This assessment provides an overview of a school authority’s readiness to implement the Learning and Technology Framework
by identifying current areas of strength as well as those that may require attention.

Based upon your knowledge of technology use in your authority, begin by completing the assessment individually.
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Choose the descriptor that best describes the current status of technology implementation for each of the Policy
Directions.
(.5 hours)
Determine implementation
readiness for each policy
framework outcome.

Use the spaces provided to note examples of supporting evidence for your choices and possible next steps. Please be
specific.

As a group, share your assessments and supporting evidence. Through collaborative discussion, reach consensus on an
assessment of current practice and performance for each of the five policy areas.

Review the LTPF Outcomes Matrices: A detailed matrix for each of the 5 policy outcomes has been developed to
provide sample descriptions of each outcome. For each policy element, descriptions are provided at four levels ranging
from Rarely Evident to Consistently Evident. Images of practices range from those that would not meet the Learning
and Technology Policy standard, to those that illustrate developing understanding, those that approach standards, and
those that meet them.

Review your readiness assessments and identify specific gaps in current performance as compared to the outcomes
stated in the policy framework. List these gaps as Low Readiness areas.

Prioritize low readiness areas as High Priority
(1.0 hours)
Review the LTPF School
Authority Actions Document
(1.0 hours)
This document summarizes all of the outcomes of the Learning and Technology Policy Framework and recommended actions
for school authorities.

Map these actions to the readiness assessment completed above

Note the specific actions in this document that relate to the High Priority areas you have identified

Consider rephrasing specific action statements as questions.
Example: Student Centered Learning, action “b”:
To what extent have we developed a coherent alignment for the use of technology across curriculum (i.e., programs of
study, assessment, learning and teaching resources), instruction and online and digital learning?
Example: Professional Learning, action “a”:
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To what extent do we use data and research to inform the design of professional programs and to ascertain and
increase the effectiveness of such programs in making progress toward local goals and priorities?
Example: Access, Infrastructure and Digital
Learning Environments, action “e”:
To what extent do we provide students, teachers, administrators and other education professionals with access to highquality digital learning environments?
Plan for Implementation

Determine goals that will close identified gaps to achieving policy implementation
(3.0 hours)

Review the Implementation Planning Guide: Learning and Technology Policy Framework (LTPF). This document is
intended to support implementation for school authority and school level planners. It is expected that it will be
adapted and revised to suit local circumstances.

Construct the school authority’s implementation plan.
Supporting Resources:
Learning and Technology Policy Framework Toolkit:
To assist in the assessment and planning process, a Toolkit of resources for school authority leaders has been developed to inform planning discussions and to
guide implementation. The Toolkit includes the following:
o
Implementation Readiness Assessment: Learning and Technology Policy Framework
o
Sample Implementation meeting Agenda
o
LTPF School Authority Actions Summary
o
Learning and Technology Policy Framework 2013
o
Learning and Technology Policy Framework Outcomes Matrices
o
Case Comparisons and Scenarios for discussion
See: http://education.alberta.ca/admin/technology/policyframework.aspx
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Implementation Planning Agenda Sample: School Leader
Learning and Technology Policy Framework
This sample agenda is provided to assist school based leaders with implementation of the Learning and Technology Policy Framework. It is anticipated that
school administrators and classroom teachers as well as those working in positions such as department heads, curriculum leaders, learning coaches and similar
positions will be directly involved in implementation planning. The involvement of students, parents and school council members at particular stages may also
be considered.
Please note that the elements, sequence and time allotments below are intended to be flexible. This sample agenda should be revised and adapted to suit the
complexity, readiness and local circumstances particular to each school.
Core questions to consider:

Where are we now with Learning and Technology?

What is the readiness of our school for implementation?

What specific steps does our school need to identify to achieve implementation?
Suggested Time Frame: 1 day
Required Documents:
Alberta Education Learning and Technology Framework (LPTF)
Implementation Readiness Assessment: LTPF
Implementation Planning Guide: LTPF
LTPF Outcomes Matrices
The above documents may be accessed at : http://education.alberta.ca/admin/technology/policyframework.aspx
Objectives:
1. Understand the requirements of the LTPF
2. Determine the current status of Learning and Technology within the school authority with respect to the outcomes of the LTPF
3. Identify specific requirements and next steps to achieve implementation of the LTPF
4. Draft an implementation plan
Sample Agenda
Review the Learning and
Technology Framework
Outcomes

Read the Executive Summary pages 4-7 Alberta Education Learning and Technology Framework 2013
Note: This step may be a brief review if participants have read this material in advance.
(.5 hours)
Complete the Implementation
Readiness Assessment:
Learning and Technology
Policy Framework
This assessment provides an overview of a school’s readiness to implement the Learning and Technology Framework by
identifying current areas of strength as well as those that may require attention.

Based upon your knowledge of technology use in your school, first complete the assessment individually. Choose the
descriptor that best describes the current status of technology implementation for each of the Policy Directions.

Use the spaces provided to note examples of supporting evidence for your choices and possible next steps. Please be
specific.

As a group, share your assessments and supporting evidence. Through collaborative discussion, reach consensus on
an assessment of current practice and performance in your school for each of the five policy areas.
(.5 hours)
Review the LTPF Outcomes
Matrix documents
for each of the following
areas:

Student-Centred
Learning

Research and
Innovation

Professional Learning
(2.0 hours)
While all five components of the Learning and Technology Policy Framework affect the nature of teaching and learning at the
school level, the following three areas are particularly applicable to school based leaders and professional staff:
Student-Centred Learning:
Technology is used to support student-centred, personalized, authentic learning for all students.
Research and Innovation:
Teachers, administrators and other education professionals read, review, participate, share and apply research and evidencebased practices to achieve innovation in education
Professional Learning:
Teachers, administrators and other education professionals develop, maintain and apply the knowledge, skills and attributes
that enable them to use technology effectively, efficiently and innovatively in support of learning and teaching.

As a group, read and discuss the matrix for each of these policy areas and choose the descriptor(s) that best describes
the current situation in your school.
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
Use the spaces provided to note specific examples of supporting evidence for your choices and list possible next
steps.

Through collaborative discussion, reach consensus on an assessment of current practice and performance for each of
these policy areas.

From these assessments identify specific gaps in current performance as compared to the outcomes stated in the
policy framework. List these gaps as Low Readiness areas.

Prioritize those areas assessed as Low Readiness.
Plan for Implementation

Determine goals that will close identified gaps to achieving policy implementation
(3.0 hours)

Review the Implementation Planning Guide: Learning and Technology Policy Framework (LTPF). This document is
intended to support implementation for school authority and school level planners. It is expected that it will be
adapted and revised to suit local circumstances.

Construct the school’s implementation plan.
Supporting Resources:

LTPF Outcomes Matrices: A detailed matrix for each of the 5 policy outcomes has been developed to provide sample descriptions of each outcome. For
each policy element, descriptions are provided at four levels ranging from Rarely Evident to Consistently Evident. Images of practices range from those
that would not meet the Learning and Technology Policy standard, to those that illustrate developing understanding, those that approach standards, and
those that meet them.

Learning and Technology Scenarios: Each scenario provides a brief look into the use of technology in a classroom, and may be useful to promote
discussion and to clarify policy outcomes.
These documents are included in the LTPF Toolkit at : http://education.alberta.ca/admin/technology/policyframework.aspx
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School Authority Actions Summary
Learning and Technology Policy Framework
The outcomes of the Learning and Technology Policy Framework will be accomplished by implementing the recommended actions as represented
below:
(Alberta Education Learning and Technology Policy Framework 2013)
Actions for School Authorities
Policy Direction
School Authority Actions
Policy Direction 1:
Student-Centred Learning
Technology is used to support student-centred, personalized,
authentic learning for all students.
a. establish a vision for technology-supported, student-centred
learning and attainment of competencies for all students in an
inclusive K-12 education system.
b. develop a coherent alignment for the use of technology across
curriculum (i.e., programs of study, assessment, learning and
teaching resources), instruction and online and digital learning
Policy Direction 2:
Research and Innovation
Teachers, administrators and other education professionals read,
review, participate in, share and apply research and evidence-based
practices to sustain and advance innovation in education.
a. create cultures of innovation in the use of technology for
learning, teaching, management and administration that are
informed by research and evidence-based reasoning
b. review policies and practices to ensure they support the use of
research-based pedagogies, digital resources, support
systems and digital learning environments that enable studentcentred learning in all schools
c. encourage, build the capacity of and support teachers,
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administrators and other education professionals in their
review, participation in and application of research related to
technology, online learning and digital learning
Policy Direction 3:
Professional Learning
Teachers, administrators and other education professionals develop,
maintain and apply the knowledge, skills and attributes that enable
them to use technology effectively, efficiently and innovatively in
support of learning and teaching.
a. use data and research to inform the design of professional
programs and to ascertain and increase the effectiveness of
such programs in making progress toward local goals and
priorities
b. use technology to provide options in the type, duration,
pedagogy, location, medium and formality of professional
development and to differentiate, within professional
development offerings, to meet teacher-participants’ needs
while also achieving local goals and priorities
c. position the school as an innovative learning community that
uses technology to engage students, teachers, administrators,
other education professionals and their community in 21st
century learning
Policy Direction 4:
Leadership
Education leaders establish policy and governance structures,
cultivate innovation and build capacity within the system to leverage
technology in support of student-centered learning and system
efficiencies.
a. incorporate into their planning systemic, innovative and
effective uses of technology to support learning, teaching,
administration and management, and regularly assess
progress in this regard
b. update technology plans for systemic, community-based
approaches to student-centred, personalized, authentic
learning and support implementation in all schools
c. seek out and participate in partnership opportunities (e.g.,
cross- jurisdiction, cross-institution, community, industry) that
support innovative use of technology
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Policy Direction 5:
Access, Infrastructure and Digital Learning Environments
All students, teachers, administrators and other education
professionals have access to appropriate devices, reliable
infrastructure, high-speed networks and digital learning environments.
a. ensure equitable student access to devices, other technologies
and, as appropriate, to assistive technologies to support
student learning
b. provide students, teachers, administrators and other education
professionals with access to well-designed, high-speed,
reliable and sustainable networks and technology
infrastructures
c. consider opportunities for community partnerships that expand
access to technology-supported learning experiences
d. ensure the administration of safe and secure networks,
infrastructure and technologies
e. provide students, teachers, administrators and other education
professionals with access to high-quality digital learning
environments
f.
provide and maintain timely technical support and services
g. adopt and maintain effective practices and up-to-date
technological standards with respect to Information Technology
(IT) governance, IT management, and information security
management.
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