Prior to 1994, technology was the responsibility of the school's principal. The money for technology, then called computers, came from the school's operating budget. Principals purchased the equipment, placed it in the classrooms, and the teacher decided what to do with it.

South Harrison hired a Director of Technology in 1994. It would be the responsibility of the Director to develop a technology plan; purchase, install, and maintain equipment; train the staff; and create policies and procedures. A District Technology Committee was formed and a five-year plan created. The plan contained policies, procedures, criteria for hardware and software selection, and a plan for implementation.

The first three years, the focus was on acquiring hardware and software. Office networks were created in the elementary schools and the two secondary buildings were wired to every classroom. Elementary classrooms received small pods of computers while secondary schools focused on lab settings. Word processing and content driven software was the norm.

The third year of implementation some major adjustments were made in the approach to technology usage. The technology was becoming more powerful. Creation, production, and presentation software were emerging. Multimedia added a new dimension. Teachers and the Director of Technology were disenchanted with the "drill" based software. It was felt that this software was not making a difference in improving student learning. Students discovered ways around the software without focusing on the skill, or the student became frustrated when he/she could not master the skill and the computer was insensitive to the student's needs. The focus for software selection changed from content based to technology as a tool.

With the change in focus for software and application, came a change in the methodology for implementation of technology. Labs, even at the secondary level, would be limited to only content areas that required computers such as autocad. Other labs would be dismantled and moved into classrooms.

In the most recent years, the focus shifted from hardware and software to connectivity and professional development, not that hardware and software are forgotten. Grant monies have enabled South Harrison to be able to continue hardware and software implementation while building the networks and providing professional development. The Corydon Campus schools were connected in one network. The South Central Campus schools were connected in another network. The next phase is to connect the two campuses and bring the two outlying elementary schools into one network.

A cadre of teachers was trained to be teacher trainers. Release time, Saturdays, and summer workshops have been provided extensively over the last school year. Placement of mini labs in secondary classrooms required a change from traditional whole class instruction. The professional development needed to address more than "how to" manipulate the technology. The workshops were designed to assist in connecting all the pieces. Curriculum, instructional strategies, alternative assessment, and classroom management using technology as a tool to improve student learning by engaging the learner in authentic project based learning became the focus of all professional development.