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Running Head: Shared Vision for Technology Implementation

Shared Vision for Technology Implementation


Tracy Kienel Castleberry
Technology Leadership and Vision in Schools- ITEC 7410
Kennesaw State University
Spring 2015

Shared Vision for Technology Implementation

Vision
Technology is an integral part of teaching and learning in the 21st century
classroom. The following is a discussion of the shared technology vision for Woodstock
High School and Cherokee County Schools. It is important when developing a shared
vision for technology implementation that schools and districts make sure that technology
is being used in the proper way. The University of Pittsburgh discusses the proper
alignment of technology in the classroom by urging teachers to consider the technology
that is most closely in alignment with your teaching skills and the needs of your students
(2010). The Cherokee County School District (CCSD) adheres to the belief that
technology should play a vital role in meeting the needs of the broad range of abilities,
disabilities, cultural backgrounds and ethnic populations represented in our district
schools and communities (CCSD Technology Plan, 2014, p. 1). The CCSD believes the
key to an effective education is to merge information into a balanced, outcome-based,
student-oriented curriculum (CCSD Technology Plan, 2014, p.1). Technology use in the
classroom, if properly aligned, can help shift the teacher-centered traditional teaching
methods to a more student-centered environment that provides real-world scenarios.
Technology can also be used to help support this vision by giving teachers and
administrators the tools to help develop students critical thinking skills and make them
stakeholders in their own education.

Shared Vision for Technology Implementation

Rationale
By utilizing a shared vision for technology use, schools and districts can ensure
that technology use is more than providing the latest hardware and software, it is making
sure that technology is used effectively by enhancing teaching and learning in the
classroom. Technology use in the classroom is more effective for student learning when
the students are able to take initiative and be more accountable for their own knowledge.
According to Creighton in The Principal as Technology Leader, Though we contend that
students should be given the freedom and choice to explore concepts and information on
their own and take responsibility for their own learning, much evidence exists that this is
not truly the case in many classrooms regarding the use of technology (2003, p. 49).
The article Instructional Technology and Collaborative Learning Best Practices, written
by Filigree Consulting and sponsored by SMART Technologies discussed best practices
in technology use by describing that technology:
Instructionaltechnologycansignificantlyexpandthebreadthanddepthofthe
curriculum,instructioncanchangefromlecturetointeractiontocollaboration,
instructioncanbeteacherdelivered,individualstudentdrivenorsmallgroup
orientedandteacherscancreatelearningexperiencesaroundindividualstudent
needsandcaneffectivelymanageandimprovewholeclass,smallgroupand1:1
learningexperiences(FiligreeConsulting,2012,p.8).
Technologycanalsobeusedasatoolforengagingstudentlearninginthe
classroomenvironment.Creightondescribestheteachersroleasafacilitator;the
teacherprovidesrichenvironments,experiences,andactivitiesforlearningby
incorporatingopportunitiesforcollaborativework,problemsolving,authentictasks,and

Shared Vision for Technology Implementation

sharedknowledgeandresponsibility(Creighton,2003,p.71).Studentrolesarethatof
explorer,cognitiveapprenticeandproducersofknowledge(Creighton,2003,p.73).
Technologymustbeintegratedintheclassroomtothemostbenefitofthestudents,to
provideauthenticlearningexperiencesforstudentsandallowthemtobeexplorersofthe
worldaroundthemratherthanreceiversofinformation.

Stakeholders
Administrators/Teachers/Media Specialist/CCSD:
Administrators and teachers will use research-based practices to achieve the most
effective integration of technology at the school and classroom level. Teachers and media
specialists will make sure that students have consistent access to technology during class,
lunches and before and after school if needed, including BYLD (Bring Your Learning
Device). Teachers will use technology in a variety of ways, including, but not limited to:
SMART Notebook and interactive white boards, Microsoft Office, mobile computer labs,
student response systems, and online resources. Teachers will use digital tools to
communicate with parents and students and attend professional development sessions to
support engaged learning in their classrooms. CCSD, administrators and media
specialists will support teachers and make sure that adequate professional development
that meets the needs of students and teachers is offered and supported. Teachers will be
offered basic troubleshooting training that applies to mobile labs and classroom
computers so that they can help to keep their mobile labs current and functional.

Shared Vision for Technology Implementation

Students:
Students will use technology to support productivity, locate knowledge and
evaluate and synthesize information. Students will also use technology to communicate
with other students, teachers and community members. Students have their own login
and email address provided by the county in order to access their grades and
communicate with teachers using the student portal. Seniors will use technology to assist
in the creation of their senior project, which consists of multi-genre research paper and
product, while communicating with their project facilitators, who are community
members.

Other Community Members:


Parents will use technology to communicate with teachers and administrators and
to access the parent portal, which gives real-time access to their childs grades. Parents
and other community members, in order to contact school personnel and keep up with
information in classes can access the websites for the particular school. Community
members acting as project facilitators for graduating seniors will use technology to
communicate with their mentees and help in the development of the senior project.

Conclusion

Shared Vision for Technology Implementation

Administrators, Teachers, students, parents and other community members are all
stakeholders that can benefit and learn from the successful integration of technology in
the classroom to help bridge the digital divide and ensure that students are provided with
authentic learning experiences using technology. By implementing technology in the
classroom properly, teachers become facilitators and students become explorers that have
more accountability for their own learning than they would in a traditional teachercentered classroom environment.

References:

Shared Vision for Technology Implementation

Blount, B. (n.d.). Three-Year Technology Plan. Retrieved February 19,


2015, from Cherokee County Schools:
http://www.cherokee.k12.ga.us/departments/technology/Docume
nts/StateTechPlan-2014-2017.pdf
Creighton, T. (2003). The Principal as Technology Leader. Thousand
Oaks, California, USA: Corwin Press, Inc.
Filigree Consulting. (2012, July). Instructional Technology and
Collaborative Best Learning Practices. Retrieved February 19,
2015, from Global Report and Reccomendations:
http://vault.smarttech.com/assessment/education_whitepapers_w
eb.pdf?WT.ac=edresearch
University of Pittsburg. (n.d.). Best Practices for Using Technology in
the Classroom. Retrieved February 19, 2015, from Instructional
Development and Distance Education:
http://www2.cidde.pitt.edu/ta-handbook/teaching-technology-1

Appendix

Survey Questions