Running Head: SHARED VISION & RATIONALE

Vision and Rationale for Technology

Parker Martin

ITEC 7410 Technology Leadership and Vision in Schools

Spring 2018

Dr. Fuller
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Vision Statement

Technology will be meaningfully integrated into the educational experience of each and

every student. The main goal of technology is not only to be standards based learning but to

create a way to meet those standards through a manner in which students are engaged in creative

and innovative thinking, collaboration and communication with peers, conducting efficient

research, developing their problem solving abilities, critical thinking skills, and learning to make

good decisions on behalf of their own self. Educators will prepare students for life after high

school through coursework involving digital citizenship and how to appropriately use

technology. Stakeholders, board members, administrators, and parents will make sure that

students have available access to technology devices that are appropriate and that educators and

support staff are equipped with the proper professional learning, resources, and support

necessary to provide complete effectiveness in technology.

Rationale

The use of technology is becoming more prevalent in the day to day life of a student and

will become increasingly more prominent as the years pass, with focus and importance on the

rise by the minute. With this being the case it is absolutely essential that the school system does

everything in its power in order to prepare and immerse students to the tools that are available in

technology before they have to encounter them on their own in the work force, or in furthering

their education. Technology is not only important in the future of students but in the present as

well, with the proven fact that if students have access to technology then their level of

engagement and success only increases when used in the proper manner. Differentiation of

strategies for technology, such as online learning projects give the capabilities to students in

order to provide standards-based learning of content using technology in order to provide

complete engagement with peers, teachers, or mentors, in and outside of the educational setting.

The capability of students to collect original data, create original products, and publish them is

also developed. (Roeblyer, 2015) These projects give students the ability to obtain a much deeper

knowledge of subjects because of the level of active learning that they are filled with. Also

indicated from research is the fact that students are more likely to hold or retain information once

they have confidence and self-direction moving through independent and team-based work.

(Edutopia, 2008).

Keys to successful technology implementation and programs at a school solely depend on

the level of leadership and view that the principal has. (Creighton, 2003). Being charged as the

decision maker and primary leader of the school, the principal has the responsibility to stay
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current on technology and teaching strategies as a whole. ISTE has a written and published set

of conditions or qualifications they have chosen as necessary for a school to implement

technology correctly at an efficient level. Essential conditions of effective technology

implementation are a total shared vision between leaders empowered, community, systematic

planning and evaluating/revisiting, funding and technical support, focus on student centered

learning, digital resources aligned to standards, equal access to all students, and a focus on

students centered learning. (ISTE, 2018). Students have but one choice if these conditions are

met, and that is simply to thrive in their surroundings.

Diversity Considerations

The biggest digital equity issue we face in today’s educational society is that of low socio

economic status. This limitation creates an issue for educators and students alike in that it

disconnects the classroom expectation from what is available as a resource at home for our

students. The technology present in the school may be at the highest level possible, but because

of the disconnect at home students are not able to take full advantage of the resources provided

to them. The three main areas of concern are having a computing device, broadband internet

access, and digital literacy. In our district the main focus is broadband internet access, as we are a

1:1 district having a device in every child’s hand is possible and they are learning digital literacy

with us during the regular school day.

The strategies best used in order to assess the level of disconnect is to survey our families

to see what types of devices and connections they have available to them. After assessing the

situation, we will collaborate with the community in order to try and develop a strategy of attack

in order to combat the disconnect at home. Also through coming up with a plan to attack the
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issue we must ensure that this plan allows for a long term solution, not being abandoned in order

to ensure that we continue to trend upwards in the fight against digital equity for our low SES

students. The Coachella Valley district in California has probably the cleverest plan, that could

be implemented in a wide variety of districts in order to provide internet connectivity for all

families. Solar panels are attached to the roof of each bus, giving the energy to power Wi-Fi on

the school buses each day. They also park the school buses in various locations where the lowest

SES students live in order to leave that service on overnight, allowing for continued access to the

internet, therefore bridging the digital equity gap somewhat by giving students access outside of

the building alone. ("Digital Equity: The Civil Rights Issue of Our Time | NAESP”) This is the issue

that we see at most school districts, and all members of the team have to be on board, as digital equity for

diverse groups is key to becoming a better technologically developed school system and society, therefore

requiring all involved to be together in the fight.

Stakeholder Roles

Teachers, Administrators, and School District

Teachers, administrators, and the school district are charged with the role of doing the

necessary to ensure students have the technology resources available to them that are necessary

and that student success leads the charge for the thoughts of their role. This group is also

responsible for staying current on effective instructional practices, technology, and information

that allows for success in the area of technology. They will budget finances to new device

allocation, professional learning, and supplementary materials necessary in order to encourage

technology as well as promotion of applications for grants.

Students

Increasing the level of effective technology use through student engagement will

encourage and allow students to have more effective learning and discovery, also giving students

better preparation for going to college or entering the work force. Through the use of technology

in order create products, evaluate, analyze, and break down data and information, technology

gives students exposure to cultures that differ from their own and gives them a better sense of

awareness to what is surrounding them and the level of diversity they are really exposed to and

immersed in daily without knowing.

Parents

Communication with teachers in order to receive and provide information to the school

and support the student will be the role of parents. They also have the ability to monitor grades,

tardies, discipline, absences, and so on and so forth via an online portal access in order to support

their student. All families have access to technology for this, either from their student’s device or

from public access to technology which is possible at the public library mostly or other avenues

in the community.

Stakeholders

The charge of stakeholders in technology is that they are that they actually have an active

role in the education of students, as they have a high likelihood of possibly being the future

employers of numerous students. Suggestions, feedback, ideas, and funding support will be

provided by these stakeholders, when readily available, in order to allow for the most successful

environment possible for technology.

References

Creighton, T. (2003). The principal as technology leader. Thousand Oaks, CA: Corwin Press

Edutopia (2008). Why teach with project-based learning?: providing students with a well-

rounded classroom experience. Retrieved from http://www.edutopia.org/project-learning-

introduction

International Society for Technology in Education (2018). Essential conditions: necessary

conditions to effectively leverage technology for learning. Retrieved from

https://www.iste.org/standards/essential-conditions

Roblyer, M. D. (2015). Integrating Educational Technology into Teaching + Enhanced Pearson

Etext Access Card. Pearson College Div.

Digital Equity: The Civil Rights Issue of Our Time | NAESP. (n.d.). Retrieved from

https://www.naesp.org/principal-marchapril-2017-technology-all/digital-equity-civil-rights-issue-

our-time
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Appendix A

Technology Vision Survey

* Required

1. Role within the school * Mark only

Teacher
Parent/Community Member
Student
Administration
Para/Other Staf

Existing Technology Usage

2. Teachers/Staff all have access to appropriate levels of technology in order to teach standards
proficiently? *
Check all that apply.

Agree
Disagree strongly
Agree Strongly
Disagree
Neutral

3. Students all have access to appropriate levels of technology in order to complete mastery standards
proficiently? * Check all that apply.

Disagree
Disagree Strongly
Agree Strongly
Agree
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Neutral
4 Students use technology to complete assignments requiring higher thinking skills? * Check all that apply.

Agree Strongly
Agree
Neutral
Disagree
Disagree Strongly

5. Students use technology in order to complete assignments requiring digital skills? * Check all that
apply.

Agree Strongly
Agree
Neutral
Disagree
Disagree Strongly

6. Teachers use technology in order to review student data and personalize learning experiences? *
Check all that apply.

Agree Strongly
Agree
Neutral
Disagree
Disagree Strongly

7. All students have home devices for usage? * Check all that apply.

Agree Strongly
Agree
Neutral
Disagree
Disagree Strongly

Future Technology Usage

8 What areas of technology does your school need to focus on in the future? *
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9. What direction do you see technology in your district headed in? *

Importance of Technology in your district

10. What is the most important focus of technology and it's future in your district? *

Issues Of Technology within your district

11. Do you believe the school system provides a safe/aware technology learning environment? * Check all that
apply.

Agree Strongly
Agree
Neutral
Disagree
Disagree Strongly
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12 Do you believe the school and community work together to provide a productive learning experience
through technology? * Check all that apply.

Agree Strongly
Agree
Neutral
Disagree
Disagree Strongly

13. Technology Advancement is a priority within the school system? * Check all that
apply.

Agree Strongly
Agree
Neutral
Disagree
Disagree Strongly

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