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[Shared Vision Statement]

Shared Vision Statement

Robert Jason Conner Jr.

ITEC 7410

Summer 2018

Mr. Chester Fuller, EDs

Keywords: technology education

[Shared Vision Statement]

Vision Statement

With a vision to challenge and prepare students to pursue education and career opportunities,

personal discovery, and responsible citizenship, Monroe Area High School will prepare students

for success in a technological age. All stakeholders, including teachers, administrators, students,

parents, and the community will collaborate to provide a world class educational technology

program that prepares all students for future success. In order to achieve this level of education,

Monroe Area High School will provide each student with 1:1 Google Chromebook technology,

promote the utilization of Web 2.0 tools for collaborative learning, improve professional

development based on integrative technology, culturally responsive pedagogy, and LoTI

frameworks to improve student outcomes. Finally, students will be able to identify, critique, and

create multiple forms of digital media and presentations, including, vodcasts, podcasts, blogs,

and videos.


Monroe Area High School’s School Improvement Plan [SIP] states that the schools

mission/vision as “with the assurance of a structured, respectful, and safe environment for

learning, the mission of MAHS is to challenge and prepare students to pursue educational and

career opportunities, personal discovery, and responsible citizenship” (MAHS, 2017). In order

to properly meet the mission of education and career opportunities, Monroe Area High School
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must accept the pivotal role that technology will play in the lives of students. Preparing students

for career opportunities in a globally competitive workforce requires students who have the

technology literacy to compete and succeed. According to, Neil Bramley, Toshiba’s Northern

Europe B2B director, there are three ways that technology in the classroom empowers students

for their future, real-time collaboration, fostering teamwork, and exposure to career opportunities

(Rogers, 2017). Corporations and small businesses around the world require students who

understand 21​st​ century skills involving collaboration empowered by technology skills.

The exponential growth of technology and the rapidly increasing role of technology in

the everyday lives of individuals both socially and economically requires an individual

technology literacy that schools must provide. Providing technology based professional

development, outfitting classrooms with cutting edge technology thru a 1:1 technology program

empowers teachers to fully engage and prepare all students of every ethnicity, race, gender, and

socio-economic status for their future. However, technology alone is not sufficient, according to

a recent study on South Carolina’s 1:1 Educational Technology Initiative, “teachers benefited

from the professional development sessions offered by the district as part of their one-to-one

technology initiative. Statistically significant gains were found in all measured areas of teacher

self-reported instructional proficiency and 12 of 16 areas of mobile device proficiency” (Grant,

2016). Technology initiatives alone will not produce the results that are expected without

significant and consistent professional development. Supporting the 1:1 technology initiative

will be professional training and promoting the increased use of Web 2.0 tools in classrooms and

creating lessons that meet higher LoTI levels that engage all students and produce better

outcomes. Dr. Richard Velasco states, “Overall, the idea of using Web 2.0 technologies in
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educational settings should be embraced, as the evolution of digital technologies may leave

teachers behind in applying the most effective strategies to help students succeed in today’s

ever-growing global society” (Velasco, 2018). Web 2.0 tools enable greater collaborative

learning experiences and help students develop 21​st​ century skills and that help teachers increase

the level of technology integration producing lessons that transform the classroom into a vibrant

center of collaborative inquiry, higher order thinking, and having a real world basis for study.

The LoTI framework, is Levels of Teaching Innovation framework emphasizes powerful

learning and teaching as well as the use of digital tools and resources in the classroom (Moersch,


Monroe Area High School stakeholders fundamentally believe that classrooms should be

extensions of the lives of students, access to learning should not end at the school bell.

Technology enables teachers to engage students in and out of the classroom and transforms their

learning into a lifestyle that must continue throughout their lives. Professional development and

technology enables teachers to fully engage and better educate students. According to Section 2

of the National Education Technology Plan, “Technology offers the opportunity for teachers to

become more collaborative and extend learning beyond the classroom. Educators can create

learning communities composed of students; fellow educators in schools, museums, libraries,

and after-school programs; experts in various disciplines around the world; members of

community organizations; and families. This enhanced collaboration, enabled by technology

offers access to instructional materials as well as the resources and tools to create, manage, and

assess their quality and usefulness” (NETP, 2010). The integration of technology in the

classroom is paramount for developing a culturally responsive, academically engaging, and

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rigorous learning environment in the 21​st​ century. Every student should be empowered with the

technology skills and literacy to better position themselves in the competitive global economy.

In order to meet these goals, collaboration amongst stakeholders in the school and community

must work together to foster a learning environment that produces growth and achievement for

all students.

In order for students to be prepared for the 21st century work environment, Monroe Area

High Schools students will be able to utilize Web 2.0 tools to create different forms of media.

Teachers will engage the students using different forms of media and challenge students to create

their own presentations in formats that are more common in the workplace today. Furthermore,

students will utilize Web 2.0 technology to collaborate with students and community members to

create projects that transcend the classroom and challenge them to utilize higher order thinking

skills and problem solving techniques that align with 21st century workplace skills. Students at

the higher education level are already taking part in learner generated digital content and creating

digital material is part of a much larger digital competence that students will require in the

future. “Digital competence is a multifaceted concept which encompasses: (i) skills and practices

required for using digital technologies in different settings (personal, learning, and professional),

(ii) understanding the phenomena of digital technologies from individual and societal

perspectives, and (iii) motivations for participating responsibly in the digital world (​Ilomäki et

al., 2016​). Digital competences play a crucial role in current society as evidenced through digital

technologies that shape the way we socialise” (Reynda, Hanam, Meyer, 2017). According to the

authors, students must be able to produce digital content as a means of learning and developing

the proper technological literacy.

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Diversity Considerations

In today’s world, the consideration of diversity and the delicate cultural differences and

norms that exist in the public sector must play a major factor in the development and availability

of staff, technology resources, software, and best teaching practices. Pedagogically, the best

practice is culturally responsive teaching, defined by Ladson-Billings as, “​Culturally Responsive

Teaching is a pedagogy that recognizes the importance of including students' cultural references

in all aspects of learning” (Ladson-Billings, 1994). ​Culturally responsive education can

strengthen strengthen student outcomes, reduce behavior problems, and make learning more

relevant and effective for minority students. (Kalynpur, 2003).

Especially significant at Monroe Area High School, a Title I school, students from lower

socioeconomic status will be provided with access to 1:1 technology. This technology will help

shrink the technology gap between different socioeconomic status. The students will be granted

permission with a parent waiver to use the Google Chromebook at home. This is important

because access to learning and to the Internet is a key indicator of student achievement and

research has shown a correlation between higher test scores for low SES students who use their

laptops at home. According to “​Shapley, Sheehan, Maloney, and Caranikas-Walker who

conducted quantitative analysis of the effects of 1:1 laptops on low-SES fifth-grade students'

reading and math achievement; they found that students' use of laptops for homework in core

subject areas or for educational games correlated highly with their reading and math achievement

scores. Moreover, they added that the extent to which students used laptops outside of school

was the strongest positive predictor of their academic achievement” (Harper, Milliman, 2016).
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Teachers will be highly trained and sensitive to the needs of minority groups in the

school and community and will seek to foster a learning environment that is respectful and

productive for all students. Finally, students with disabilities will be granted technology

supportive devices and instruction that best fits the individual’s needs.

Stakeholder Roles

First and foremost, the students will be responsible for their own learning and must take

advantage of available services in and outside of the school building to maximize the

individual’s potential. The students will have access to technology thru 1:1 technology program

and the student will have the option of using this technology at school and at home. Students will

also have access to Infinite Campus and Schoology, empowering them to access grades and

subject matter 24 hours a day from any Internet location. Second, teachers will be expected to

foster a culturally responsive and technologically integrated learning environment that engages

students of diverse backgrounds.

Administration and district personnel will organize and provide teachers with substantial

instructional technology based professional development and organize technology teams to

ensure that teachers are properly trained and provided needed assistance to assure student

success. Teachers will be expected to take part in an extensive professional development

program as well as the TKES observation program. Each teacher will be a member of a subject

area team, the administration will appoint a teacher from each subject area as the academic team
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leader. The team leader will be responsible for ensuring that all teachers in the department are

adequately utilizing technology and supporting the vision statement.

Parents will be kept abreast of the programs and available services thru the PTSA and

social media accounts as well as monthly newsletters. The parents will also have parent account

access to both Infinite Campus and Schoology to monitor their student’s grades. The community

will be kept informed on the mission statement and the progress of Monroe Area High School

thru school board meetings, news briefs from local newspapers, and an active social media

accounts. Local businesses will be invited to work with teachers and students to develop work

study programs and technology supports where needed.

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Grant, Kelly J. (2016). Connected Classroom: A Program Evaluation of the Professional

Development Program of a One-To-One Educational Technology Initiative in South
Carolina. Ann Arbor, Michigan. Retrieved June 20, 2018.

Harper, Ben. Milman, Natalie B. (2016). ​One-to-One Technology in K-12 Classrooms: A

Review of the Literature from 2004 through 2014. Retrieved June 20, 2018 from

Kalyanpur, M. (2003). A challenge to professionals: Developing cultural reciprocity with

culturally diverse families. ​Focal Point, 17(1), 1–6. Retrieved June 20, 2018.

Ladson-Billings, Gloria. (1994). ​The Dreamkeepers: Successful Teachers of African-American

Children. San Francisco: Jossey-Bass Publishing Co.

Moersch C. LoTi Turns Up the Heat!. ​Learning & Leading With Technology [serial online].
February 1, 2010;37(5):20-23. Available from: ERIC, Ipswich, MA. Accessed June 28,

Monroe Area High School, (2017). School Improvement Plan (SIP) Retrieved June 26, 2018

Reyna, Jorge; Hanham, Jose; Meier, Peter; (2016) A Taxonomy of Digital Media Types for
Learner-Generated Digital Media Assignments. Retrieved June 28, 2018 from

Rogers, C. (2016). Preparing students for the workplace of the future. Retrieved June 28, 2018,

U.S. Department of Education (2010). National Technological Education Plan. Section 2.

retrieved June 20, 2018 from ​

Velasco R. Infusing Classrooms with Web 2.0 Technologies. ​Technology And Engineering
Teacher [serial online]. March 1, 2018;77(6):36-39. Available from: ERIC, Ipswich, MA.
Accessed June 28, 2018.
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Wenglinsky, H. (1998). Does it compute? The relationship between educational technology and
student achievement in mathematics. Educational Testing Service Policy Information
Center. Retrieved June 22, 2018
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Google Form Survey: Technology Survey