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Running Head: OMS Shared Vision

Otwell Middle Schools Shared Vision & Rationale

Lacey Gooch
ITEC 7410
Summer 2015
Dr. Fuller

Keywords: Teach, inspire, motivate, technology, project-based learning, collaboration,

engaging, rigorous, student-centered, lifelong learners

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Otwell Middle School

Shared Vision and Rationale
Vision Statement
Our primary vision at Otwell Middle School is to Teach, Inspire, Motivate! Every
Child; Every Day! We believe that technology is a valuable resource that can enhance
teaching and learning and help us fulfill our vision to teach, inspire, and motivate on a
whole new level. Through the appropriate use of technology, project-based learning, and
collaboration we will strive to create an engaging, rigorous, student-centered learning
environment that will develop lifelong learners.
Rationale
Although Otwell Middle School teachers incorporate technology in their
classrooms frequently, based on informal conversations and observations, it is rarely used
to accomplish a task that no other resource could. According to Boser (2013):
Across the nation, we found that many schools were using
technology in the same way that they have always used
technology; students are using drill and practice programs to
hone basic skills. Students are passively watching videos and
DVDs. Too many students do not have access to hands-on
science projects. In short, there is little indication that technology
has revolutionized our nations school system, (p. 4).

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Otwell is not quite using technology to its fullest potential. Nine out of nineteen teachers
surveyed, stated that they use nothing or only BYOT (Bring Your Own Technology
usually used for research) in their classrooms on a weekly basis.
Nonetheless, the faculty and staff at Otwell are trying to use technology
frequently, to the best of their ability because they are aware of the powerful difference it
can make. Technology opens so many doors of opportunity to learn, collaborate, and
produce work in the classroom, and the Otwell stakeholders firmly agree with this
statement. Nearly everyone surveyed, one being the exception, indicated that they
strongly agree or agree that technology can make a positive impact on teaching and
learning and that they strive to use it regularly.
Project-based learning, used hand-in-hand with technology, can also influence
teaching and learning, making content and standards more meaningful. Edutopia (2008)
describes project-based learning as, a dynamic approach to teaching in which students
explore real-world problems and challenges, simultaneously developing cross-curriculum
skills while working in small collaborative groups, (p.1). This is also an area where
Otwell faculty and staff support but participate in scarcely. Hopefully, including this in
the shared vision will ensure that teachers will strive to incorporate both technology and
project-based learning more often, making a radical difference in education.
Lastly, collaboration among various stakeholders, especially within the
community, was identified as a weakness in the given survey. Specifically, surveyors
were asked if they felt community member, including businesses and organizations, were
willing to collaborate and partner with educators to support the many aspects of
technology adoption and the vast majority said they neither agreed nor disagreed. It is

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important that our schools have the support of the community so everyone involved can
work together to achieve student learning to its fullest capacity. Perhaps, reaching out
and inviting community members to join our school meetings as well as assisting in
developing our shared plan will assist in this collaboration process.
Diversity Considerations
As mentioned in Otwells vision statement, we strive to reach every child.
Equitable access in regards to technology does not mean simply that there are enough
machines and devices for all students. Instead, it refers to providing the same high
quality education with technology to all students. Creighton (2003) indicates that there is
a considerable digital divide among genders, races, student achievement levels, and
socioeconomic statuses, where if students do not fit into the white, high-performing
student (male in particular), with a middle to high SES category, they will not be
provided with technology to accomplish a high level instruction task but will rather use it
for drill and practice (p. 12-16). While there is always room for improvement, the survey
data indicated that Otwell is doing a good job in promoting equitable access.
An overwhelming number of people indicated that they strongly agree that Otwell
promotes equitable access on a daily basis, as well as that technology can provide quality
learning experiences for SWD and ESOL students. However, that does not necessarily
mean that high quality lessons are created and implemented by the teachers for all
students. Based on informal conversations, there are teachers who feel that certain
students simply cannot accomplish or handle such a task using technology and therefore
choose not to incorporate it. Educators must be willing to try and provide students with
these learning opportunities and at least see what they are capable of accomplishing.

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Stakeholder Roles
The vision for Otwell Middle school cannot be adequately accomplished without
the collaboration of several participants. The stakeholders included in this shared vision
are students, teachers, parents, administrators, instructional technology specialist, and
community members. Each stakeholder holds an important role in fulfilling the vision
for technology and teaching and learning for all students.
Specifically, students will be responsible and use technology appropriately to
complete a task assigned by the teacher. Students will recognize the potential technology
has in regards to their education and use it as efficiently as possible. Students will be
open and willing to participate in project-based learning that will expand their knowledge
and challenge them. Students will collaborate with peers, teachers, and other
stakeholders, to accomplish a task.
Furthermore, teachers will incorporate technology into their lessons to enhance
student learning. Teachers will use technology to accomplish a high level task that no
other method could achieve. Teachers will incorporate high level instruction using
technology with all students, especially those in the subgroups of SWD and ESOL.
Teachers will construct and incorporate project-based learning activities in their teaching
to engage and challenge students. Teachers will collaborate with one another, students,
parents, and other stakeholders to promote the best teaching and learning situations.

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Continuing, parents will promote and support teaching and learning with
technology. Parents will ensure that students are using technology appropriately. Parents
will communicate with teachers and administrators about questions, concerns, and
positive aspects regarding the shared vision. Parents will be active participants in the
learning of their students, either at home, at school, or both.
Moreover, administrators will observe and ensure that teachers and students are
using technology frequently and appropriately in the classroom. Administrators will
oversee that all students are participating in high level instruction involving technology.
Administrators will handle situations involving inappropriate usage of technology.
Administrators will observe and make sure that project-based learning is taking place in
all classrooms. Administrators will collaborate with students, teachers, parents, and
others to promote the best teaching and learning environment.
The Instructional Technology Specialist (ITS) will collaborate and share with
teachers, students, parents, and administrators, resources, lessons, and methods for
incorporating technology in the most meaningful ways. The ITS will be readily available
to assist teachers in implementing technology, including addressing mishaps and fixing
malfunctions. The ITS will present the expectations and responsibilities of technology
use to students.
Lastly, the community members will be involved with the schools shared
vision, major decisions, and technology adoption. Community members will attend
important school meetings when possible. Community members will support education
through providing materials, donations, etc. to assist in teaching and learning.

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Community members will collaborate with and allow students to perform and complete
tasks that require their assistance. Community members will share questions, concerns,
and positive aspects of the shared vision with teachers and administrators.
References
Boser, U. (2013). Are schools getting a big enough bang for their education technology
buck? Center for American Progress. Retrieved from
https://www.americanprogress.org/wpcontent/uploads/2013/06/UlrichEducationTech-brief-3.pdf.
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.