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Sharedvision 1

The document discusses the development of a shared vision for technology use at Madison County Schools. It describes how the author worked with administrators, teachers, staff, students, parents and technology leaders to create a collaborative vision. The vision is represented by a logo that unites stakeholders behind common goals. The roles and responsibilities of different groups are defined to facilitate implementing the vision. Developing a shared vision helped address challenges like a lack of communication and expensive, underused technology programs. Implementing the vision is expected to improve technology integration across the school system.

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92 views2 pages

Sharedvision 1

The document discusses the development of a shared vision for technology use at Madison County Schools. It describes how the author worked with administrators, teachers, staff, students, parents and technology leaders to create a collaborative vision. The vision is represented by a logo that unites stakeholders behind common goals. The roles and responsibilities of different groups are defined to facilitate implementing the vision. Developing a shared vision helped address challenges like a lack of communication and expensive, underused technology programs. Implementing the vision is expected to improve technology integration across the school system.

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Shared Vision: ISTE Standard 1.

1 Reflection
Standard 1.1 is focused on the development and implementation of a shared vision for the use
of technology in teaching, learning, and leadership. The artifact chosen to support evidence of
those skills is the Vision Paper assignment from ITEC 7410. The assignment was written with
input from the faculty and staff at my school insuring the vision is shared and not solely mine.
The Vision Paper demonstrates the ability to facilitate the development of a shared vision by
beginning with a rationale explaining how the vision supports the vision of Madison County
Schools. The Rationale section of the document elaborates on the collaborative nature of the
vision development, citing input from administration, faculty and technology leaders at the
building and district levels. The rationale also explains the facilitation of the development of a
shared vision logo. The vision in the form of a logo or image helps unite all stakeholders behind
a common idea and gives them a focus of the integration. In addition to the collaborative nature
of the development of the 4 R shared vision for Madison County Schools, the rationale section
provides evidence that the 4 Rs that were chosen are based on the data collected from
stakeholders during the development process. A large section of the rationale is devoted to the
funding challenges faced by rural systems, such as Madison County, and how those challenges
can be overcome. The section also demonstrates how this shared vision will impact student
achievement.
The ability to facilitate the implementation of the shared vision is demonstrated in the
Stakeholder Roles and Diversity Considerations sections of the Vision Paper, which itemizes the
responsibilities of the Madison County School stakeholders. Roles are defined for the schools
community of supporters including the Board of Education, teachers, staff, students and parents.
Key points are also made to address challenges that will be faced during the facilitation of
implementation in regards to diversity. It is essential that technology access be equitable and
diversity be considered for this vision to be successful.
The International Society for Technology in Educations Essential Conditions reminds us,
engaged communities are a key to successful instructional technology integration, providing
schools with, partnerships and collaboration within communities to support and fund the use of
ICT (information and communication technology) and digital learning resources (2014).
This learning experience taught me the power of having a common goal and direction. Too many
times, I feel our district was spending money on technology with little or no input from different
stakeholder groups. I found that it was especially important that administrators, parents and
teachers are communicating. I discovered that administrators had previously purchased software
and programs that were very expensive but that students and teachers were not using. In
contrast, teachers and parents were using programs that they were purchasing themselves

because they did not think to ask for the support and financial support from the school system.
That is why it is critical to get diverse input during the process. To improve the quality of the
experience, one thing I would change would be to involve even more stakeholders in the process.
I got a limited number o0f responses that were very enlightening; however, I think I would have
gathered even more information had I expanded the survey and data collection over a greater
number of schools in the county and for a longer response time. I would especially have liked to
have more parent responses. We now have an instructional coach at our school and we plan to
revisit the issue this fall, involving more people, as we officially pitch the development of the
vision statement to the board of education.
The experience of developing the shared vision will impact school improvement when it is
officially adopted as a system vision.. Our system currently has no official vision for technology
use, so the process of doing so is a new frontier which I am enthusiastically exploring.
Implementation of the eventual vision will solidify our approach to the future of technology in
our county and improve technology integration. That impact will be assessed through the current
data team and professional learning community feedback system that we have in place. It is
expected that the PLCs will report an increase in technology integration as the shared vision is
successfully implemented.
References
ISTE (2014). Essential Conditions. Retrieved from: http://www.iste.org/standards/essentialconditions.

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