1.1 Shared Vision
Candidates facilitate the development and implementation of a shared vision for the use of technology in teaching, learning, and leadership. (PSC 1.1/ISTE 1a)
Candidates facilitate the development and implementation of a shared vision for the use of technology in teaching, learning, and leadership. (PSC 1.1/ISTE 1a)
Artifact:
| bennett_s_visionpaper.docx |
Reflection:
This artifact includes the paper entitled “Technology Vision and Rational” completed in conjunction with the requirements of ITEC 7410. My contribution was researching, planning, and developing the Technology Vision for our school. The artifact represents a shared vision based on input from the stakeholders in the form of surveys, interviews and observation.
The artifacts demonstrate my ability to facilitate the development of a shared vision. In the process of creating the artifact, the principal and other stakeholders were interviewed. Additionally, a survey was designed and administered to stakeholders including the principal, the leadership team, the technology and media specialists, and others representing staff and teachers. To ensure that the vision is a shared vision, input from such stakeholders is critically important. Research involved first determining if the school has a vision or mission statement for technology integration, and it also involved examining the extent to which the use of technology is included in the existing mission or vision statements. It was determined that there is not a separate Technology Vision, but that the existing school’s Vision Statement includes the following two bullets at the end: “To utilize emerging technology to enhance the learning process… and to challenge students to excel as independent thinkers, respectful individuals, and responsible citizens in a global community.” The survey provided useful insights with respect to our existing vision. When asked “Does our school have a clearly stated vision for the infusion of technology?” 33% of the respondents said “Yes” and others responded either as “No” or “Unsure.” This indicates that there is uncertainty around what technology vision currently exists for a number of possible reasons. While there is technology being used in the school, as one survey respondent said, we are “building while flying” and there is little sense of common direction or focus. It became clear that there was a need for a shared vision and that it needed to be effectively communicated.
Additionally important in the development of the vision was research on what our district and other schools and districts have. I found that those few having technology vision statements used similar wording or incorporated common themes. Using interview and survey information, insights and inspiration gained from research, and my own observations and experiences, I drafted a Technology Vision Statement for our school. The draft of the vision statement was then provided to key stakeholders for their feedback. While this feedback was positive, this process shall continue when we return in the fall to ensure we truly have a shared vision. This will entail collaborating with the Leadership Team and Technology Committee to distribute what has been written to stakeholders along with well-crafted explanations on the importance of having such a Technology Vision. Input will be solicited, incorporated and the Technology Vision will be finalized.
The artifact demonstrates my ability to facilitate the implementation of a shared vision. In creating the artifact, best practices on implementing a shared technology vision were identified through literature research, online sources, and looking at the technology implementations in other schools. A first step was establishing a written rational on the need to integrate technology as shown in the vision statement, which is included in the artifact. This rational will be useful in the initial communications to support the implementation. The faculty and staff much first truly understand the need for such an implementation before they can accept it as their own and “rally around” it.
The artifact further demonstrates that consideration has been given to the roles of key stakeholders in the implementation. The responsibilities for technology integration are outlined for the following: the district, school administer, support staff, teachers, technology coach, parents and guardians and students. Among other things, the role of the district and school administration will be to effectively communicate and model the vision for technology integration and will ensure that there is sufficient funding, other needed resources and technology training to support the vision. Progress toward the accomplishment of the vision will be effectively and collaboratively monitored by the district and school administration, as well as evaluated and supported with specific and timely feedback and suggestions. The support staff, including the Media and Technology personnel, will work collaboratively with others to support the school’s infrastructure, hardware and software needed to provide digital tools and resources to teachers and students and more as seen in the artifact. Teachers will use research-based, best-practice instruction while integrating the use of technology to ensure student learning. While supporting the mastery of curriculum and ISTE technology standards, teaching strategies will be learner-centered, engaging, rigorous, and will support higher-order thinking skills. The Technology Coach will partner with the teacher to promote, encourage, model, observe and provide feedback on the use of technology in classrooms throughout the school. In support of the ISTE Coaching Standard 2f, the coach will, among other things, teach and model the incorporation of research-based, best practices in instructional design when planning technology-enhanced lessons. Parents and guardians will support the learning of their children at home, and when digital tools and resources are required for the learning, they will also provide and support its use as possible. The students will actively engage in learning the curriculum as they use digital tools and resources. They will practice digital citizenship and use the internet in a safe and responsible manner to support their learning. These roles will be collaboratively agreed upon, fully understood and accepted as a part of the implementation.
Implementation of the shared vision will further involve an inventory of current technology initiatives throughout the school and identify how these initiatives are supporting the vision. An analysis of our current strengths, weaknesses, opportunities and threats (SWOT) will be completed on all essential conditions of technology integration to ensure we have given consideration to each of these variables in our plans. Finally, as technology integration moves forward and is driven by our vision, ongoing and effective communications will assist in having all involved fully understand how each piece of the puzzle fits into the bigger picture. Our implementation then moves forward with a common sense of direction and purpose to meet our technology goals.
In completing this artifact I learned the importance of having a shared vision, and the essential components to it. I learned that it requires a collaborative effort with much input to become a shared vision. I learned that while we currently have technology being used throughout the school, its use has neither been organized around a shared vision, nor do we have full knowledge or understanding of a vision. To improve the quality of the artifact I would do a few things differently. I would administer the survey during the school year for greater participation. While I used the input received to draft the statement, I realize more is needed once school restarts to ensure that it is a shared vision. Additionally I would solicit more from stakeholders on their respective roles in the implementation.
The work that went into completing this artifact will impact school improvement as we accomplish best practice, learner-centered instruction fueled by technology integration. Transformative uses of technology will enhance student creativity, innovation, collaboration and critical thinking, therefore student learning is also impacted. The impact on school improvement will be assessed by surveys, TKES observations and feedback, and other less formal observations. The impact on student learning will be assessed via completion of student surveys, and the various forms of formative and summative assessments.
The artifacts demonstrate my ability to facilitate the development of a shared vision. In the process of creating the artifact, the principal and other stakeholders were interviewed. Additionally, a survey was designed and administered to stakeholders including the principal, the leadership team, the technology and media specialists, and others representing staff and teachers. To ensure that the vision is a shared vision, input from such stakeholders is critically important. Research involved first determining if the school has a vision or mission statement for technology integration, and it also involved examining the extent to which the use of technology is included in the existing mission or vision statements. It was determined that there is not a separate Technology Vision, but that the existing school’s Vision Statement includes the following two bullets at the end: “To utilize emerging technology to enhance the learning process… and to challenge students to excel as independent thinkers, respectful individuals, and responsible citizens in a global community.” The survey provided useful insights with respect to our existing vision. When asked “Does our school have a clearly stated vision for the infusion of technology?” 33% of the respondents said “Yes” and others responded either as “No” or “Unsure.” This indicates that there is uncertainty around what technology vision currently exists for a number of possible reasons. While there is technology being used in the school, as one survey respondent said, we are “building while flying” and there is little sense of common direction or focus. It became clear that there was a need for a shared vision and that it needed to be effectively communicated.
Additionally important in the development of the vision was research on what our district and other schools and districts have. I found that those few having technology vision statements used similar wording or incorporated common themes. Using interview and survey information, insights and inspiration gained from research, and my own observations and experiences, I drafted a Technology Vision Statement for our school. The draft of the vision statement was then provided to key stakeholders for their feedback. While this feedback was positive, this process shall continue when we return in the fall to ensure we truly have a shared vision. This will entail collaborating with the Leadership Team and Technology Committee to distribute what has been written to stakeholders along with well-crafted explanations on the importance of having such a Technology Vision. Input will be solicited, incorporated and the Technology Vision will be finalized.
The artifact demonstrates my ability to facilitate the implementation of a shared vision. In creating the artifact, best practices on implementing a shared technology vision were identified through literature research, online sources, and looking at the technology implementations in other schools. A first step was establishing a written rational on the need to integrate technology as shown in the vision statement, which is included in the artifact. This rational will be useful in the initial communications to support the implementation. The faculty and staff much first truly understand the need for such an implementation before they can accept it as their own and “rally around” it.
The artifact further demonstrates that consideration has been given to the roles of key stakeholders in the implementation. The responsibilities for technology integration are outlined for the following: the district, school administer, support staff, teachers, technology coach, parents and guardians and students. Among other things, the role of the district and school administration will be to effectively communicate and model the vision for technology integration and will ensure that there is sufficient funding, other needed resources and technology training to support the vision. Progress toward the accomplishment of the vision will be effectively and collaboratively monitored by the district and school administration, as well as evaluated and supported with specific and timely feedback and suggestions. The support staff, including the Media and Technology personnel, will work collaboratively with others to support the school’s infrastructure, hardware and software needed to provide digital tools and resources to teachers and students and more as seen in the artifact. Teachers will use research-based, best-practice instruction while integrating the use of technology to ensure student learning. While supporting the mastery of curriculum and ISTE technology standards, teaching strategies will be learner-centered, engaging, rigorous, and will support higher-order thinking skills. The Technology Coach will partner with the teacher to promote, encourage, model, observe and provide feedback on the use of technology in classrooms throughout the school. In support of the ISTE Coaching Standard 2f, the coach will, among other things, teach and model the incorporation of research-based, best practices in instructional design when planning technology-enhanced lessons. Parents and guardians will support the learning of their children at home, and when digital tools and resources are required for the learning, they will also provide and support its use as possible. The students will actively engage in learning the curriculum as they use digital tools and resources. They will practice digital citizenship and use the internet in a safe and responsible manner to support their learning. These roles will be collaboratively agreed upon, fully understood and accepted as a part of the implementation.
Implementation of the shared vision will further involve an inventory of current technology initiatives throughout the school and identify how these initiatives are supporting the vision. An analysis of our current strengths, weaknesses, opportunities and threats (SWOT) will be completed on all essential conditions of technology integration to ensure we have given consideration to each of these variables in our plans. Finally, as technology integration moves forward and is driven by our vision, ongoing and effective communications will assist in having all involved fully understand how each piece of the puzzle fits into the bigger picture. Our implementation then moves forward with a common sense of direction and purpose to meet our technology goals.
In completing this artifact I learned the importance of having a shared vision, and the essential components to it. I learned that it requires a collaborative effort with much input to become a shared vision. I learned that while we currently have technology being used throughout the school, its use has neither been organized around a shared vision, nor do we have full knowledge or understanding of a vision. To improve the quality of the artifact I would do a few things differently. I would administer the survey during the school year for greater participation. While I used the input received to draft the statement, I realize more is needed once school restarts to ensure that it is a shared vision. Additionally I would solicit more from stakeholders on their respective roles in the implementation.
The work that went into completing this artifact will impact school improvement as we accomplish best practice, learner-centered instruction fueled by technology integration. Transformative uses of technology will enhance student creativity, innovation, collaboration and critical thinking, therefore student learning is also impacted. The impact on school improvement will be assessed by surveys, TKES observations and feedback, and other less formal observations. The impact on student learning will be assessed via completion of student surveys, and the various forms of formative and summative assessments.