School and technology leaders generally concur that the IT systems in schools should be of high quality (for now, we can define “high quality” as being functioning and used for relevant purposes). Quality is also understood to be a measure that has no ceiling; one can always makes changes that will improve the degree to which IT functions or that will improve the fit between the capacity of the system and the tasks accomplished with it. If school and technology leaders concur “the quality of our technology is improving,” then we can conclude the planning goals related to technology are being accomplished.
Defining and measuring the quality of IT system is difficult because it is multidimensional, depends on subjective assessments, and is likely to change as a result of political or other factors; so technology planning and implementation becomes a perpetual and iterative process. Once a design is completed (or abandoned), the process begins again and school and technology leaders redesign to reflect the relevant circumstances.