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VISION AND RATIONALE

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Vision and Rationale for Technology at Carrollton Middle School
Kennesaw State University
Jill Lyn Rooks
ITEC 7410
Summer 2014

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Vision Statement
The Carrollton City Schools and community nurture and empower individuals to be lifelong learners who take personal responsibility for improving our world (Carrollton City Schools,
2014). Technology will be the driving force of student centered learning achieved through
integration and accessibility of the technology.
Rationale
Technology’s usefulness is often overlooked in the classroom. So many useful internet
tools, devices, programs, and resources in general are available to the students and the teachers,
the integration into the curriculum should be smooth. Creighton (2003) states that, “teachers can
use technology to engage students in more meaningful ways… and can assist in conveying
meaning to students in a social context.” (p. 49). By incorporating technology directly in to the
curriculum plan, familiarity will increase by both the students and the teachers facilitating it.
Nagel (2009) shared the findings from the report, Focus on Technology Integration in America's
Schools, in which it clearly links technology and achievement. Nagel shares John Wilson’s,
executive director of the National Education Association, words which stress, "Educators are
finding that the use of technology increases student engagement and empowers individualized
instruction." The success is further highlighted in the report of “how instructional technology
can address teachers' need for engaging curricula, as well as increase access to management and
assessment tools to enhance the way students learn and teachers teach." The vision for the school
should mirror the globalization of education and provide all students the opportunity to succeed
and be marketable in the workforce.

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Community Member Involvement
Teachers, Administrators, and School District
Teachers, administrators and the school district will use, and provide, technology to
implement research based practices covering the Common Core Standards. Collaboration and
communication among students, teachers, and parents support student learning and achievement.
Administrators will provide on-going professional learning support to promote what we believe
to be essential about student learning and achievement. Teachers will attend professional
development promoting the use of technology through constructivist principles and student
centered learning. The leadership will provide both training and education in the quest of
implementing technology in meaningful ways. As Creighton (2003) states, ”Good quality
administrative support usually starts with staff development programs for teachers.
Students
Students will use technology to demonstrate understanding and mastery of standards that
can be demonstrated in different ways; hence students will be provided a variety of opportunities
to demonstrate learning. Students will be given the opportunity to demonstrate understanding of
the standards through meaningful and authentic performance tasks that provide complex
challenges that mirror real world issues. “Constructivist teachers use raw data and primary
sources…that focuses on the students using real-world data and other information to generate
their own interpretations…about existing problems in the world.” (Creighton, 2003, p 49).
Student involvement in the learning process is critical to increased student motivation,
understanding of expectations, ownership, and responsibility. McBer (2000) further stresses that
an effective teacher will allow students challenges “to bring about the best educational outcome

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for all pupils, persisting in overcoming barriers. (p. 37). Students will be provided these
opportunities.
Parents
In order to create an ethos of collaboration and communication among students, teachers,
and parents supporting student learning and achievement, parents will have digital access to
numerous programs and internet tools to help their child have a successful learning experience.
Models and samples of student work will be displayed to parents to communicate standards and
accelerate student growth. Parents will be offered voluntary workshops to help increase their
awareness of the technological advancements in our schools setting.
Conclusion
In order for the Carrollton City Schools and community to nurture and empower
individuals to be life-long learners who take personal responsibility for improving our world
(Carrollton City Schools, 2014), technology must be the driving force of student centered
learning achieved through integration and accessibility of the technology. As the African
Proverb states, “It takes a Village to raise a child.” On that same note, it takes management and
leadership to sustain effective technology programs. (2003)

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References

Carrollton City Schools. (2014). Retrieved June 20, 2014, from
http://www.carrolltoncityschools.net
Creighton, T. (2003). The principal as technology leader. Thousand Oaks, CA: Corwin Press,
Inc.
McBer, H. (2000). Research into teacher effectiveness: a model of teacher effectiveness.
Retrieved June29, 2014 from
http://webarchive.nationalarchives.gov.uk/20130401151715/http://www.education.gov.uk/
publications/eorderingdownload/rr216.pdf
Nagel, D. (2009). Supporting efforts to improve student achievement through the use of
technology. Retrieved June 29, 2014 from http://www.setda.org/about/advocacy/ed-esea/
Roblyer, M.D., & Doering, A.H. (2013) Integrating educational technology into teaching. (6th
ed.) Upper Saddle River, NJ: Pearson Education.