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Running Head: SHARED VISION & RATIONALE

Shared Vision

Tia Reynolds
ITEC 7410
Summer 2015
Dr. Angela Bacon

Keywords:

Shared Vision

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SHARED VISION & RATIONALE
Vision Statement
With the support of all stakeholders, our mission is to foster an
environment where students can learn through inquiry and exploration.
We will cultivate life-long learners by placing a strong emphasis on the
effective use of technology into interdisciplinary instruction. We will
ensure that all students have the opportunity to utilize meaningful
technology and instructional strategies that will help them to reach
their full potential a briskly evolving
Rationale
Although much of the world can agree on the importance of
technology integration into the classroom, many schools need more
support and guidance on how to effectively implement technology into
instruction to maximize students success. Many schools have bought
into the idea of technology integration by simply purchasing loads of
hardware and software and are now finding that simply purchasing the
equipment isnt enough to ensure technology is being used adequately.
The reality is that advocates have over-promised the ability of
education to extract a learning return on technology investments in
schools. The research studies now suggest that the error was not in
citing the potential of technology to augment learning for research
now indicates that the effective use of technology can result in higher
levels of learning. The error was in underestimating the critical need
for the system changes required to use technologies effectively in

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learning (Lemke, C., Coughlin, E., & Reifsneider, D. (2009.) In order to
develop a plan of action for effective technology integration, school
stakeholders must analyze various components surrounding
technology education. Perhaps the biggest component that must be
analyzed is the current beliefs and practices of stakeholders in regards
to technology use. After truly examining how stakeholders are currently
utilizing technology as well their needs and apprehensions of the
practice, a plan can be established to move forward on one accord.
Upon interviewing several stakeholders in my school community which
included administrators, teachers, instructional coaches, and a parent,
I gained a better insight on where we stand as a school in regards to
technology. The interview results provided me with the three biggest
catalysts for ineffective technology use within my school; lack of
professional development and support amongst administration,
confusion on what effective technology looks like within a classroom
setting, and inconsistent use. Although all three must be addressed,
the biggest issue rest with lack of professional development and
support amongst school leadership. Integrating technology
throughout a school system is, in itself, significant systemic reform. We
have a wealth of evidence attesting to the importance of leadership in
implementing and sustaining systemic reform in schools. It is critical;
therefore, that we attend seriously to leadership for technology in
schools (Creighton, page 3.) Providing more leadership support and

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professional development opportunities to assist teachers and other
stakeholders will improve other issues that serve as a hindrance to
effective technology integration. It is also vital in order to fulfill a
school vision of cultivating inquiry and exploration through technology
integration.
Diversity Considerations
In our quest to carry out our vision of effectively integrating
technology into instruction, we must first acknowledge digital divides
within our school and work feverishly to close those digital divides.
Some common digital divides that exist in many schools are those
related to gender, socioeconomic status, and low and high
achievement. Digital divides amongst gender exist when a school
offers more technology opportunities to one gender over another. In
most cases where a gender digital divide has occurred, boys have been
favored over girls for technology opportunities. When digital divides
exist amongst socioeconomic status, students in wealthier schools are
afforded more technology opportunities and access than those in
poorer schools. There are many people that will argue that this
particular divide no longer exist because many schools (even poorer
schools) receive funding to obtain a sufficient amount of hardware and
software to accommodate all students. However, low and high
achievement as a digital divide is very prevalent in many schools
regardless of socioeconomic status. This divide exist when higher

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performing students are given more opportunities to use technology
for meaningful and challenging task while lower performing students
are only given the opportunity to perform remedial drills or worse, not
given the opportunity to use technology at all. In order to fulfill the
school vision of all students having the opportunity to utilize
technology meaningfully, school leadership must take the lead in
encouraging school stakeholders to close digital divides. Principals as
technology leaders must help teachers move beyond the practice of
using computers in restricted and minimal ways. Until we begin to
change mind-sets, attitudes, and beliefs about the potential of
technology to positively and radically improve achievement for all
groups of students, adding to our inventory of boxes and wires and
software will have little impact (Creighton, page 16.)
Stakeholder Roles
Administrators Role
Administrators will work collaboratively with all stakeholders to
establish a vision for the school. They will seek input from all staff
including those who are disengaged in the goal of technology
integration. Administrators will work with stakeholders to develop a
plan of action and will hold themselves and stakeholders accountable
to the plan. They will also be responsible for providing professional
development, support, and resources to stakeholders so that they are
able to uphold the vision and the plan. Administrators will encourage

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all teachers to promote an equal learning opportunity environment in
every classroom to avoid any potential digital divides. Effective
leadership for technology planning must involve the principal as
instructional leader supporting and driving the process forward,
identifying issues for decision making, then seeking input and
involvement from teachers and other stakeholder groups. The principal
must guard against an individual (including him or herself) fostering a
personal agenda at the expense of focusing on the needs of the entire
school community (Creighton, pg. 22.)
Teachers Role
Teachers will work collaboratively with other staff personnel,
(team mates, media specialist, ESOL, Special Education) to pan
standards based lesson that integrate technology in interdisciplinary
instruction. They will move beyond basic use of technology and create
challenging and meaningful task for students to engage in. Teachers
will work to provide a classroom environment that is fair and equitable
to all students regardless of gender, socioeconomic status, or
achievement level. Teachers will also consistently communicate with
students families to keep them informed of the school technology plan
and its progress. They will provide ongoing support to families so that
students are receiving support at home as well as the classroom.
Technology Coaches Role

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Technology Coaches will work collaboratively with administration
and other stakeholders to establish a vision and technology plan. They
will work to be the voice of the staff by collecting data and other
pertinent information that will allow them to analyze the schools
strengths, weaknesses, and needs. They will work with teachers to plan
standards based lessons that integrate technology. With the support of
administration, they will lead professional developments, model
lessons, and stay abreast of ever changing technology practices in
education.
Parents Role
Parents will first adopt the understanding that they are also
stakeholders in their students learning. They will work with their
childs school to establish a vision and plan for technology integration.
Parents will hold themselves responsible for providing opportunities at
home for technology education. They will consistently communicate
with teachers and other faculty to educate themselves on hardware,
software, and new technology practices in education. They will support
their childs teacher in maintaining an environment of high
expectations with challenging and meaningful tasks that integrate
technology.
Students Role
Students will become independent, life-long learners that are
confident in their abilities to take on challenging and meaningful tasks.

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They will begin to understand various ways that technology can be
used to support their learning. Students will work collaboratively with
classmates and staff to engage in standards based instruction that
effectively integrates technology. They will follow classroom norms
when utilizing technology by respecting all hardware and software
resources and using the tools appropriately.

References
Lemke, C., Coughlin, E., & Reifsneider, D. (2009). Technology in
schools: What the research says: An update. Culver City, CA:
Commissioned by Cisco.
http://www.cisco.com/web/strategy/docs/education/tech_in_schools_wh
at_research_says.pdf

Creighton, T. (2003). The principal as technology leader. Thousand

Oaks, CA: Corwin Press.