Technology and structural change in education are inextricably linked. That is, schools generally need to change the way they do things to take full advantage of technology, and the use of technology tends to change what happens in schools. This report examines recent theory and practice of schools and school districts planning for educational technology, focusing on using a systemic approach to technology planning. Educational technology refers to software and hardware that are used to assist, present, or assess teaching and learning. Chapter 1 presents the case for making technology planning part of a larger effort to anticipate, coordinate, or create change. Chapter 2 reviews some common planning practices, followed by a short checklist for the planning process. Chapter 3 offers examples of systemic plans for technology developed by Oregon districts. Some of the material was drawn from interviews with six directors or coordinators of technology planning. The focus throughout is on technology planning as a concrete process that results in a technology plan. (Contains 40 references.) (LMI)