The required components of a technology system will vary according to where it is located. An urban environment may require more security than a rural one; an elementary school will need child-sized and child friendly components, as well as equipment for office staff and teachers; a high school can have all adult-sized equipment, but may need a more sophisticated monitoring system. Each of these environments bring unique challenges to a technology manager.
The amount of money available to purchase and maintain technology is a major variable in technology planning. A large budget allows a larger margin for error in purchasing, better selection for purchasing consumable supplies, and more flexibility in options for repairs or renovation. A small budget requires thought about the quality and quantity of items purchased, the longevity of equipment, and the amount and type of consumable supplies each item will require.
Organizations each have unique characteristics. The age of the students will be a major factor in how technology access is handled within the school. Older students may require more monitoring of internal security, while it is mandated by law that minor students be protected by content filtering devices. One school may focus on careful student monitoring, another may insist on many hours of classroom practice of electronic skills.
Communities have impact on the school environment. A farming community may expect a stronger emphasis on applications that will help educate youth who will need to know about soil management, animal breeding, and other farm practices; an inner city community may wish for students to acquire business skills. Second- or third-generation college students are likely to have access to electronic resources at home, as well as other learning materials. Parental concerns, such as child safety, monitoring for bullies, and views on preparation for college and future employment, will influence school policies, including those that involve use of technology.