Running Head: SHARED VISION & RATIONALE 1

Shared Vision and Rationale

Christy Jacobs

Instructional Technology Leadership

Summer 2017

Dr. David Beeland

Keywords:
SHARED VISION & RATIONALE 2

Shared Vision and Rationale

Vision Statement

The overall vision of Ben Hill County Schools encompasses One community

committed to student success every day. This vision includes all stakeholders (students,

parents, teachers, and community members) working for each student until they complete

their educational career. The vision of Fitzgerald High School states Graduation for all

students--- The key to our future and requires a commitment by all students, teachers, and

parents. Through the vision of the high school and the district schools as a whole,

technology will be incorporated as a means to engage, collaborate, and prepare students

for success in the 21st century world of technology outside of the classroom. By

incorporating real-life scenarios through project-based learning, students will discover

how to use technology to enhance their learning, increase their awareness, and

achievement of the required curriculum and standards. All the while, teachers will

discover how to differentiate using technology and incorporating higher-order thinking

skills to promote and ensure success for all students.

Rationale

Data from various formats were used to support the rationale for the vision and

direction of Fitzgerald High School and Ben Hill County Schools. Through observations,

surveys, interviews, stakeholder meetings, conservations, and collaboration the vision

and rationale for the integration of technology was determined most effective through

project-based learning. Integrating technology into classroom instruction means more

than teaching basic computer skills and software programs in a separate computer class.

Effective tech integration must happen across the curriculum in ways that research shows
SHARED VISION & RATIONALE 3

deepen and enhance the learning process (Edutopia, 2007). Fitzgerald High School

administration, instructional coaches, and the superintendent of Ben Hill County Schools

envision classroom instruction as providing project based learning to enrich the

educational endeavors of students, and to raise the level of student achievement through

supporting four key components of learning: active engagement, participation in

groups, frequent interaction and feedback, and connection to real-world experts

(Edutopa, 2007).

Duke and Halvorsen (2017) completed a study of second grade students in a high-

poverty, low-performing school in Michigan that shows the impact of project-based

learning on student achievement. This quantitative study compared the gains of the

control group verses the project-based learning group in social studies and informational

reading and writing. None of the teachers involved in the study had previous experience

with teaching through project-based learning, and limited professional development was

provided to ensure a realistic approach to support provided in schools. At the end of the

school year, assessments were given to both groups and the results showed a 63% gain in

social studies and a 23% gain in informational reading for the PBL (project-based

learning) group over the control group. Their research conducted determined that PBL

can raise student achievement in high-poverty communities when the instruction is

standards-aligned and incorporates specific research-supported instructional techniques

such as the four key components of learning mentioned above. By incorporating

professional development that demonstrates how to best differentiate technology use to

teachers, along with practices for implementing project based learning, teachers will be

better prepared to incorporate higher-order thinking skills (through Blooms Taxonomy)

SHARED VISION & RATIONALE 4

through the use of PBL and technology. This will promote and ensure academic success

for students.

Diversity Considerations

Fitzgerald High School, which resides in Ben Hill County--- the third poorest

county in the state of GA, is a Title 1 school with 100% of our students receiving free

lunch. The majority of students do not have access to a device sufficient to meeting their

educational needs despite the fact that most own a cell phone. It is important to note,

however, that the cell phone owned by the majority of students does not have the

connectivity for work outside of the classroom, nor is it a device that is fit for completing

technology projects, portfolios, etc. to allow for technology growth and educational

success. For these reasons, proper connectivity, bandwidth, and Wi-Fi are essential for

success while at school along with devices that will allow for technology growth and

proper implementation. Measures towards improving connectivity and bandwidth are

currently taking place as the high school has undergone a complete re-wiring of fiber and

the inclusion of new wireless access points that will be turned on for the 2017-2018

school year. Grants are also being written for the district to purchase devices for

students. Our Primary and Elementary Schools have devices in every classroom, and our

Middle School is going 1:1 during the 2017-2018 school year. While the funding is not

currently available to provide all students with their own personal device that would be

sufficient to meeting educational needs at Fitzgerald High School, there are five

computer labs throughout the school that are designated to each content area (math,

science, social studies, ELA, and CTAE). These labs, along with five computer carts, are

available to classes at least one time a week.

SHARED VISION & RATIONALE 5

When interviewing the staff and administration regarding technology integration

at Fitzgerald High School and its relationship with the ISTE essential condition

concerning equitable access, the staff rated the area concerning low socioeconomic status

students as receiving access to technology in and out of school as a 3/5, the school

supporting students with disabilities using supportive and adaptive technologies for their

learning needs as a 4/5, and the schools pursuit to identify differences of technology

growth by gender as a 3.33/5.

In order to advocate for our low socioeconomic students, a Hurricane Time

block will be implemented at the end of the day to ensure that all students have access to

devices and internet necessary to complete assignments. This period will advance the

work completed by our students who do not have access to devices or connectivity

outside of the school and help prevent social implications that Laura Devaney (2014)

notes in her article 7 Reasons Digital Equity is a Social Justice Issue. Implications due to

low SES mentioned in her article include: making a difference in learning (due to

economic inequities), graduation rates, collaborative and creative opportunities, student-

teacher connections, and the development of skills through using devices and connection

that lead to workplace and real-world success (Devaney, 2014). By providing this

learning block at the end of the day, measures are taking place to allow opportunities for

all students to be successful in an effort to close the digital gap due to socioeconomic

factors.

At Fitzgerald High School, students who have an IEP (individualized education

program) have access to any and all technology related needs that are specifically

designated for their educational success. These assistive and adaptive technology
SHARED VISION & RATIONALE 6

measures are met so that a students disability does not hinder growth. However, Jenny

Grabiec notes in her article Assistive Technology Can Benefit All Students that there is

clear, documented proof that these tools are beneficial for other students (Grabiec, 2017).

In an effort to reach all students and ensure that the technology gap does not widen

between our male and female students, an avenue exists of using assistive technology not

only for our students with IEPs, but for all. Tools such as text to speech, voice dictation,

reader view (or Mercury Reader), and clock apps can help deter visual clutter and sensory

overload, as well as, allow for time management, redirection, and writing or typing quick

enough for required educational tasks. Other avenues that support closing the technology

gender gap support hands-on, service-oriented projects that are aligned with project-

based learning. Sara Ring (2008) through her article Tech gURLs: Closing the

Technological Gender Gap, notes that girls generally prefer to put what theyre learning

in context along with Kimberly Scott (2009) who in her article The New Digital Divide:

Where are Our Girls?, as she notes that schools should encourage teachers to shape their

general lessons around critical digital media exercises to increase comfortability and

technology success in girls. Therefore, through implementing the shared vision through a

project-based learning approach, an effort is being made by all professionals at the school

to bridge the technology gap between genders and ensure success for our female students.

Stakeholder Roles

Digital equity is a community problem. Its not something that schools alone

should solve (Passut, 2017). Through the new shared vision for effective technology

integration at Fitzgerald High School, roles and responsibilities will be taken on by all

stakeholders to ensure successful implementation and positive results.

SHARED VISION & RATIONALE 7

The administration will oversee that all stakeholders are involved and fulling their

duties and responsibilities to confirm that the shared vision of Fitzgerald High School is

fully implemented.

To guarantee the resources are made available for the vision to be fulfilled,

adequate technology tools are required. An increase of the ratio of student to mobile

devices is ongoing, and will be fulfilled by the technology director and the instructional

technology coordinator through GOSA, federal Title programs, and ELOST. The

function, and speed of the wireless network, is to be in place by the Fall of 2017, and the

technology director is overseeing that this resource is effective in meeting the

connectivity requirements of the school and its students and staff.

Teachers will be required to participate in effective professional development in

technology use and teaching through project-based learning. Technology training, which

will be provided by our instructional technology coordinator and instructional coaches

(assisted by the media specialist), will occur to teach: technology tools, technology equity

through students with low SES and females, and best practices for using technology at

higher-order thinking processes (Blooms Taxonomy) including applying, analyzing,

evaluating, and creating. Instructional coaches will also go into classrooms to make sure

that best practices are being used, and that project-based learning and technology

integration are taking place. If a teacher were to need assistance with implementing

higher-order skills through project-based learning and/or technology, the instructional

coach would assist that teacher one-on-one.

Professional Learning Communities, that take place in each department, will work

towards evaluating data, and pursing means of creating project-based learning lesson
SHARED VISION & RATIONALE 8

plans. These communities will provide a sense of partnership in each department to

collaborate, familiarize, and communicate on how to best implement effective project-

based lessons directed by common formative assessments with the inclusion of

technology.

Parents and students are an essential factor to ensuring that academic progression

is taking place in the classroom. Parents will be encouraged to come to monthly parent

night meetings, hosted by the school, to stay abreast on the new academic adventures and

initiatives taking place. At these meetings, parents can meet with guidance counselors,

classroom teachers, and administration to determine adequate progress. Resources are

also available at these meetings to assist with plans after high school, college

scholarships, family issues, etc. The school will itself readily available to meet the needs

of all parents and students to ensure student success. It is also, however, the duty of the

parent to support their student and be an engaged partner in their academic success.

Student success in the classroom is vital to success in the workforce, higher

education, and life. To ensure students are successful, all stakeholders have roles and

responsibilities in the shared vision and direction towards student success. It is, however,

the responsibility of each student to complete their classwork (to their fullest potential)

on time, engage in teacher-directed lessons, and fully participate in all activities provided

within and outside of the classroom. This includes studying, working hard, collaborating,

conferencing with teachers, and abiding by each classroom syllabus and

student/parent/teacher compact signed at the beginning of the school year.

SHARED VISION & RATIONALE 9

References

Devaney, L. (2014, November 11). 7 reasons digital equity is a social justice issue. Retrieved
June 30, 2017, from https://www.eschoolnews.com/2014/11/12/digital-equity-access-
938/?all

Duke, N., & Halvorsen, A. (2017, June 20). New Study Shows the Impact of PBL on Student
Achievement. Retrieved June 30, 2017, from https://www.edutopia.org/article/new-
study-shows-impact-pbl-student-achievement-nell-duke-anne-lise-halvorsen

Grabiec, J. (2017, June 08). Assistive Technology Can Benefit All Students. Retrieved June
30, 2017, from https://www.edutopia.org/blog/assistive-technology-can-benefit-all-
students-jenny-grabiec

Passut, J. (2017, June 27). ISTE 2017: Districts Work to Close the Digital Equity Gap.
Retrieved June 30, 2017, from https://edtechmagazine.com/k12/article/2017/06/iste-
2017-districts-work-close-digital-equity-gap

Ring, S. (2008, May 19). Tech gURLs: Closing the Technological Gender Gap. Retrieved
June 30, 2017, from https://www.edutopia.org/computer-science-technology-gender-
gap

Scott, K. (2009, November 25). The New Digital Divide: Where are Our Girls? Retrieved
June 30, 2017, from http://www.niusileadscape.org/bl/the-new-digital-divide-where-
are-our-girls-by-kimberly-scott/

Why Do We Need Technology Integration? (2007, November 05). Retrieved June 30, 2017,
from https://www.edutopia.org/technology-integration-guide-importance
SHARED VISION & RATIONALE 10

Appendix

Technology Integration At FHS

This survey is designed to collect data regarding the vision of technology integration at
Fitzgerald High School.

1. How long have you been teaching?

A. 0-5
B. 6-10
C. 11-15
D. 16-20
E. 21+

2. Current role in education?

A. Administration
B. Classroom Teacher
C. Special Education or Co-Teacher
D. Paraprofessional

3. Content Area:
A. Math
B. Science
C. Social Studies
D. English Language Arts
E. CTAE
F. Fine Arts
G. I am not currently in the classroom

4. How comfortable are you with implementing technology in your classroom?

A. Extremely Comfortable
B. Very Comfortable
C. Somewhat Comfortable
D. Not so comfortable
E. Not at all comfortable
F. Does Not Apply- I am not in the classroom
G. I choose not to implement technology- it will not enhance teaching and
learning practices in my classroom

5. Vision- All stakeholders (administration, teachers, parents, students,

community members) are involved in creating the vision for technology at
your school.
1-Strongly Disagree, 2- Disagree, 3- Neutral, 4- Agree, 5- Strongly Agree

6. Vision- I have been made aware of Fitzgerald High Schools vision for
technology integration and growth.
SHARED VISION & RATIONALE 11

1-Strongly Disagree, 2- Disagree, 3- Neutral, 4- Agree, 5- Strongly Agree

7. Vision- Fitzgerald High School administration is proactive and supportive of

technology integration.
1-Strongly Disagree, 2- Disagree, 3- Neutral, 4- Agree, 5- Strongly Agree

8. Empowered Leaders- I am a leader who experiments with various technology

in the classroom and shares the results with peers.
1-Strongly Disagree, 2- Disagree, 3- Neutral, 4- Agree, 5- Strongly Agree

9. Empowered Leaders- Through my PLC are there levels of trust,

collaboration, communication and responsibility among all members.
1-Strongly Disagree, 2- Disagree, 3- Neutral, 4- Agree, 5- Strongly Agree

10. Equitable Access- The school supports students with low socioeconomic
status by providing access to technology in and out of school.
1-Strongly Disagree, 2- Disagree, 3- Neutral, 4- Agree, 5- Strongly Agree

11. Equitable Access- The school supports students with disabilities by providing
supportive and adaptive technology for their learning needs.
1-Strongly Disagree, 2- Disagree, 3- Neutral, 4- Agree, 5- Strongly Agree

12. Equitable Access- The school identifies differences of technology growth by

gender and makes an effort for all students to be successful through
technology.
1-Strongly Disagree, 2- Disagree, 3- Neutral, 4- Agree, 5- Strongly Agree

13. Skilled Personnel- I am capable and comfortable with using digital tools to
increase productivity and enhance learning.
1-Strongly Disagree, 2- Disagree, 3- Neutral, 4- Agree, 5- Strongly Agree

14. Skilled Personnel- I take pride in staying up to date on technology skills and
best practices through technology in my classroom.
1-Strongly Disagree, 2- Disagree, 3- Neutral, 4- Agree, 5- Strongly Agree

15. Ongoing Professional Learning- Professional learning and relevant training,

concerning technology, is available to meet my needs and realities.
1-Strongly Disagree, 2- Disagree, 3- Neutral, 4- Agree, 5- Strongly Agree

16. Ongoing Professional Learning- Professional learning, concerning

technology, is implemented regularly and focused on learning to use
technology and using technology to learn.
1-Strongly Disagree, 2- Disagree, 3- Neutral, 4- Agree, 5- Strongly Agree

17. Ongoing Professional Learning- Professional learning resources are

continually updated to reflect current trends and technologies.
SHARED VISION & RATIONALE 12

1-Strongly Disagree, 2- Disagree, 3- Neutral, 4- Agree, 5- Strongly Agree

18. Technical Support: Internet connectivity is reliable and sufficient for my

needs of technology integration in my classroom.
1-Strongly Disagree, 2- Disagree, 3- Neutral, 4- Agree, 5- Strongly Agree

19. Technical Support: Support is quick, available and reliable for technology
issues that may arise.
1-Strongly Disagree, 2- Disagree, 3- Neutral, 4- Agree, 5- Strongly Agree

20. Curriculum Framework- When integrating technology in my classroom, I

most often use the following level(s) of Blooms Taxonomy: (Check all that
apply)
A. Remembering
B. Understanding
C. Applying
D. Analyzing
E. Evaluating
F. Creating

21. Curriculum Framework- I am knowledgeable of the ISTE NETS Standards

for teachers and students.
1-Strongly Disagree, 2- Disagree, 3- Neutral, 4- Agree, 5- Strongly Agree

22. Student-Centered Learning- Technology is used in my classroom to increase

access and differentiate my teaching practices.
1-Strongly Disagree, 2- Disagree, 3- Neutral, 4- Agree, 5- Strongly Agree

23. Assessment and Evaluation- As a teacher my needs are assessed, regarding

technology, to uncover skill gaps that prevent effective use of technology in
correlation with student achievement and assessment practices.
1-Strongly Disagree, 2- Disagree, 3- Neutral, 4- Agree, 5- Strongly Agree

24. Engaged Communities- I reach out to parents via social media (Facebook,
Instagram, Twitter, etc.).
1-Strongly Disagree, 2- Disagree, 3- Neutral, 4- Agree, 5- Strongly Agree

25. Engaged Communities- My school uses technology as a means to bridge the

gap between school and home?
1-Strongly Disagree, 2- Disagree, 3- Neutral, 4- Agree, 5- Strongly Agree