Running head: CURRENT CONDITIONS 1

Current Conditions Synthesis Report

Leesa Parker

Coastal Carolina University

EDIT 760, Section S118

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Current Conditions Synthesis Report

This synthesis report seeks to analyze and evaluate research based on Educational

Leadership’s implementation of the International Society for Technology in Education (ISTE)

Standards for Administrators. These are not stand-alone standards and work alongside the ISTE

standards for students and educators to create environments that promote digital age learning

(ISTE, 2018). There are five standards for Education Leaders and each lists several indicators.

Those indicators were used as questions for administrators, teachers, and district office

employees to answer. I studied the school where I work as a gifted and talented teacher. In order

to find whether or not our school is working to reach the ISTE standards, it was important to

reach out to different stakeholders to gather opinions on implementation. Teachers were given

surveys via links to Microsoft Forms which consisted of multiple choice and short answer

questions (see Appendices A, B, C, & D). Although they are not considered Educational Leaders,

their opinions on whether or not the indicators are implemented are important to because they

reflect what they perceive to be told and expected of them from the leader of the school. Of

course, teachers are leaders in their classroom, so they certainly take responsibility for modeling

and advocating use of technology to their students. Administrators were sent questions via email

to answer. Although not every administrator answered questions pertaining to each standard, one

person did—the vice principal. Her answers were reflective and honest. She has collaborated on

technology plan in other districts, so her opinions were valued because of her knowledge and

experience. Her answers provided crucial data and perhaps a key to the frustrations that the

teachers expressed in their answers. Our district’s Technology Plan was accessed to understand if

goals and objectives of the district are aligned to the what the school is implementing. I will also
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offer my experience as a teacher on the Technology Committee for the school for 10 years and

who uses technology in the classroom frequently.

Over the past two years, we have gradually been given devices that some teachers can

use, but the expectations for implementation are poor. Even though the questions from the

standards and indicators address different goals, the answers always seem to focus around

several key issues. Although we are moving in a positive direction with regards to infrastructure,

answers to questions reflect technology is not being accessed to help teachers with student

learning. According to the Digital Age Learning Culture Survey, 83% of respondents feel we are

not providing learner-centered environments to meet the individual needs of all learners when it

comes to technology. This would be considered a critically high level of concern. To find out

why this is happening, I analyzed the data from the surveys and short answers to find out the

main issues keeping our school from becoming a more technology-forward setting. The themes

that emerged throughout the surveys were the lack of vision, funding, access to devices, training,

and restricted usage.

The Issues.

One of the first things teachers can look toward for technology use in their classroom is a

vision statement. A vision statement sets the tone, expectations, and direction for all in a

building. Our school is lacking a vision when it comes to technology. This would suggest that

teachers do not have inspiration to use technology to improve student learning. The evidence

revealed the Visionary Leadership Teacher Survey suggests this. Seventy-eight percent of

teachers stated that there is no stated vision statement concerning technology, nor has it been

communicated to them in any way. Furthermore, 66% of respondents believe there are no

expectations for technology use within their instructional plan. I can only assume that a well-
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communicated vision statement would increase knowledge of expectations. The vice principal

acknowledged that our school does not have a vision statement, but the district has outlined an

expectation for the use of technology (A. Allan, personal communication, June 5, 2018). Indeed,

the Technology Plan mentions use of technology, but there is no stated vision. Allan (2018)

proposes that the purpose is framed within the district’s Belief Statement. The specific line that

deals with technology reads, “Technology enhances teaching and learning and should be current”

(Technology Plan, 2018, p.6). This is vague. Allan goes further, “The expectation is that

technology will be used as an essential instructional tool so that teachers in classrooms can

effectively differentiate instruction to meet the needs of their students” (A. Allan, personal

communication, June 5, 2018). This is not communicated anywhere in the Technology Plan.

According to the teachers’ responses, they are unaware of this expectation. This leaves me with

the question of what do the teachers believe we are using technology for? We have no vision,

they have no guidance. Fifty percent of them believe the administration holds unrealistic

expectations for the use of technology according to the Excellence in Practice Teacher Survey. I

would conclude that communicating concerning technology is poor, in general. A clear vision

statement would set a purpose for technology within the framework of teaching and student

learning.

Lack of funding leads to lack of access to technology. These two issues go together and

create a problem acknowledged by the district office, vice principal, and teachers. This is most

evident in the plethora of teachers’ comments referring to the few number of devices they have

been given. Some teachers did not receive any devices for their students, which raises an equity

to access issue. The Visionary Leadership Teacher Survey reveals these issues as a teacher recalls

having only four iPads for 22 students, as a result they mostly used for reading eBooks. Another
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teacher expresses her desire to be able to use technology, but she has 23 students and only 3

iPads. Allen (2018) frequently refers to lack of funding for the main reason why innovation

cannot be achieved with what little we have. She believes policies support risk-taking, but there

is not enough money available to back such ventures. The district’s Coordinator of Educational

Technology mentioned that Educational Leaders often “advocate for their teachers and students

during the budget process to ensure equitable access” (T. Cooper, personal communication, June

19, 2018). Although they are advocating, little seems to be allocated to my school. The equitable

access becomes more of an issue for our building because Title I schools provide extra funds the

principals can use for technology. My school is not a Title I school. The teachers’ desire to use

technology is high, according to their responses. They acknowledge that receiving any

technology is a positive step, but still feel stifled. It is impossible to use technology across the

curriculum when teachers have to share technology on a daily schedule. They do point out that

there are some students that are producing exciting products using technology, which leads me to

believe that some teachers are taking risks with the little they have. Allen firmly believes that

policies encourage risk-taking, but unfortunately, we do not have resources to implement. She

offered a very sobering fact; “The only barriers I currently see in our district and school is the

issue of money to purchase new technology, technology integration training, and technology

support” (Allan, personal communication, 2018). That serves as a problem for not only our

school, but the entire district. It is difficult to be innovative without the proper tools.

Once devices are in hands, professional development (PD) is something that teachers

need to learn how to use devices, access and implement software, and meaningfully integrate

technology into their instructional plan. Educational Leaders need time and resources for training

and PD to learn the latest research on effective implementation to take back to her staff. Funding
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issues are also attached to this, but 67% feel that they are encouraged to attend professional

development opportunities. Often times, these opportunities are in the summer or offered after

school as graduate courses. For example, our Learning Management System (LMS) is Canvas.

We are all encouraged to use it, even at the elementary level, but there has been no district-wide

PD. It is offered as a voluntary class to receive credit for recertification during the summer.

Many of the teachers note a lack of PD with statements such as, “[needing] professional

development for teachers to know how to incorporate technology efficiently,” and “Technology

PD is available sometimes but it does not apply to all content areas. A teacher who is new to the

district provided another crucial perspective to instructional use and data collecting and

implications when PD is missing, “as a new employee, I would have welcomed specific

instruction on using the Promethean Boards and just how to navigate report cards. Learning it

piecemeal does not encourage successful teacher [sic].” Cooper suggests it is often left up to

Educational Administrators to model and encourage teachers to share the ideas with others in the

building (T. Cooper, personal communication, June 19, 2018). Allen backs his statement up,

“Ongoing professional growth including exposure to new technologies is expected to be

accomplished by the individual” and believes this is because the district has not prioritized

funding for instructional technology enough to have conversions about best practices using

technology” (A. Allan, personal conversation, June 15, 2018). This leaves gaps for teachers.

What I find and present to staff as PD may not be appropriate for all teachers. Teachers may have

specific needs within their instructional setting. If our principal has expectations for us, it would

be crucial for her to model how she would like us to use technology. This is not happening.

Educators are not receiving instruction on how to utilize technology to teach processes and skills

that enhance curriculum for students’ engagement and learning.

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Finally, and the most mentioned issue in teachers’ responses, is the extreme amount of

restrictiveness when it comes to accessing relevant content. This can range from apps to install,

to videos, or collaboration tools for teachers and students. I, too, have expressed this frustration

to district office leaders and no changes have been made. There is a large disconnect, or again, a

lack of communication, when it comes to this issue. The vice principal stated this about fostering

and nurturing a culture of responsible risk-taking:

District policies have been recently updated to reflect the changing expectations for how

technology can and should be used giving students and faculty more latitude in use of

devices and software. At this point in time, the district and school are still in an

experimentation stage where the focus is more on opening up opportunities than shutting

down access. This is evident it the relative ease of getting permission to use various

technology, software, apps, etc. I have not seen the kind of “shut-downs” or paranoia that

I’ve witnessed in other districts. (Allan, personal communication, June 5, 2018).

This statement is the extreme opposite of what teachers report their experiences to be in their

day-to-day work, myself included. When asked about roadblocks they feel prevent them from

effectively using technology, the Visionary Leadership Teacher Survey revealed that 86% of the

teachers feel this is a problem. Their statements in the short-answer section made this very clear.

Teachers cannot even update their classroom devices. Some of the evidence are comments such

as, “A lot of time is lost, and instructional plans often must be changed, due to the long process

in having programs approved, downloaded, or updated,” “When trying to use iPads, it’s often a

rigmarole trying to fill out the form, wait for approval, constantly check device to see if app has

been approved, and then [being able to] use.” One teacher places blame for lack of technology

use on this restrictiveness in the Systemic Improvement Teacher Survey, “Our school is very
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supportive of us trying new things with technology, but our district office often hinders this.

Instead of educating, they give very little access to the technology itself.” I have experienced all

of these and even more when it comes to student work and collaboration. Elementary students in

the district do not have access to their OneDrive accounts, nor was I allowed to use Google

Classroom with my students and Chromebooks. This does not meet the needs of my gifted and

talented students when planning independent study. Allen seems to contradict herself on this

particular issue with this statement: “We have a new Director of Technology who comes from an

innovative, but much larger district. It will be interesting to see how policies might expand (i.e.

allowing students to have individual student log-ins and accounts)” (A. Allan, personal

communication, June 5, 2018). These barriers frustrate teachers, and some give up on trying

anything new. When instruction has to be modified because of restrictive policies, that takes up

time teachers simply do not have.

Conclusion.

A current shared vision between the district and the school must be clear, in order for

teachers to follow. It is the first standard of ISTE’s Instructional Technology Leadership. Without

a vision, teachers will continue to use the few devices they have for substitution activities such as

reading a book on the iPad, playing games, or practicing math facts. Some of these activities may

engage some students, but these activities to not promote the excellence ISTE refers to. Teachers

do not know what the district expects them to use technology for. This vision must be modeled

and supported to promote higher-level thinking. If it is to simply enhance student learning as

stated in the district plan, then some may argue they are meeting that expectation. If the vision is

not clear, then teachers can use technology however they want, which may be a waste of valuable

resources if the technology is not being used effectively.

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Funding for additional technology to be given out equitably is certainly uneven. If Allan

is correct in assuming the district is not prioritizing money, then teachers’ frustration with few

devices or time restriction will only continue. This will mostly likely result in teachers’ interest

in professional development to wane, as well as actual usage in the classroom. Technology

changes swiftly, and the less used, the more behind we become. The district has successfully

prioritized dollars for infrastructure, which is critical, but now we must work to prioritize

funding for technology integration for academic goals for students. If not, teachers will miss out

on the latest technology, which funnels down to the students’ inability to develop skills needed

for future technology.

Once devices are in hand and a vision is laid out, appropriate professional development

needs to be provided for teachers to reach to meet the vision. Again, without knowledge, teachers

will continue to use apps and programs for substitution activities. If teachers are not proficient in

using devices to enhance curriculum or student learning, the district needs to provide instruction

for them to be able to implement meaningful lessons using technology designed to meet the

needs of all students. If teachers do not know how to integrate technology into their instruction, it

should be the responsibility of the district for guidance, not solely tech-savvy teachers in the

building. This creates randomness, not a system-wide improvement plan.

Teachers are professionals entrusted with children and confidential information about

them. They feel untrusted when it comes to screening, selecting and implementing apps or

programs they want their students to access. There is no simple, quick, and streamlined process

to get what we need. So often times, best plans go unused. Even when planned weeks out, there

are times when our requests do not get met. This has led to teachers with a why-bother attitude. It

takes a lot of time to research and screen correlating technology to lessons across the curriculum.
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When timing is important within our planning and curriculum mapping, it is critical their

requests be met. If this continues to waste time, they will discontinue to want to integrate

technology.

In general, I agree with the sentiments that we are behind our neighboring districts. We

are the poorest between the four, so funding will always be an issue. Our school, in particular,

faces additional problems because we have no Title I money to spend on technology or PD. This

is why I feel like the district needs to provide equitable equipment and training to staff. Like

Allen, I am curious to see the changes that will come with the new Director of Technology at the

District Office. Our infrastructure is solid, it is time to focus on student learning and the tools

needed to increase that learning. That means creating a vision, providing appropriate tools and

training, and trusting teachers to evaluate what her students’ needs are to use what she feels

appropriate to move her students forward.

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References

International Society for Technology in Education. (2018). ISTE standards for administrators.

Retrieved from https://iste.org/standards/for-administrators#

York School District 1. (2016). Technology plan. 6 June 2018. Retrived from

https://ed.sc.gov/policy/education-laws-legislation/state-technology-plans/sc-school-

districts-technology-plan-requirements/south-carolina-district-technology-

plans/technology-plans-and-approval-letters-june-

2016/07272016approvallettersandtechplans/york-school-distr1/
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Appendix A

Digital Age Learning Culture Survey

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Question 8
What do you want Educational Leaders of our school and district to know for you to enhance a culture of
continuous improvement in digital-age learning?
(Not required to answer)

In order for us to keep up with the digital age, we’re going to have to have
1 anonymous technology that students can manipulate and professional development for
teachers to know how to incorporate technology efficiently.

2 anonymous I feel our district is behind the norm in preparing students to use technology as

supply the classroom teacher with technology to be able to use when needs it, I
3 anonymous would love to be able to use some technology but as of now I sit with 23 kids and
3 ipads

Provide training and workshops on current tec trends, resources, and apps to
4 anonymous
utilize in the classroom

I have limited abilities to use the full power of digital learning in my classroom
5 anonymous because of a lack of resources. It's tough to share 10 ipads with three classrooms
daily.

All the devices in a classroom need access to all apps and programs that are used
in that classroom. Teachers (who are trusted with confidential information) should
be given passcodes so adding apps isn’t delayed. Student learning needs should
guide technology decisions rather than the convenience of the technicians.
6 anonymous Waiting on parts and repairs is detrimental to instruction. The process for
submitting requests for repairs is too time consuming for classroom teachers to do
with efficiency. Every primary and elementary teacher needs a slate because those
teachers do not teach only at the board - proximity to students throughput the
room is necessary.
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Appendix B

Visionary Leadership Teacher Survey

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Question 9
Please share any roadblocks you feel with regards to technology being used in your school or classroom.
Please state if there are none.

1 anonymous Tech requests to add apps take too long

We have labs, but we are not able to regularly use them because so much lab time is
occupied by testing. Our ability to access apps is limited. When we find an app we
2 anonymous
like, we have to go through a significant time consuming process to have that added
to our classroom technology.

Budget (district not prioritizing technology), no set professional development or

3 anonymous
mission on the technology we have - it’s all teacher lead.

I teach intervention students in reading and the protocol we use doesn't allow for
4 anonymous technology. I wish I had some kind of board to project things when I meet with
teachers but my room does not have one.

1. There is not enough per use 2. Often program(s) needed have not be installed 3.
5 anonymous
Not enough PD on technology classroom use

6 anonymous Outdated computers We do not have access to current programs that we need

More devices are needed. This year there were 22 students, 5 computers (1 was the
7 anonymous teacher’s). During 2nd semester we got 4 iPads The iPads had minimal apps on them.
They were mostly used for reading books online.

I feel one significant roadlock we face as teachers is the restrictions placed on us in

regard to installing free programs on the classroom iPads; which we have thoroughly
researched for best practce and safety purposes. It is also frustrating we are not
allowed to use the student email feature of our Microsoft 360 program, which is
completely internal and cyber-safe for the students. Another challenge we have is
8 anonymous finding ways for students to save and share work they have created using Microsoft
progrms, such as PowerPoint, without having to use flashdrives. Finally, even when
programs have been approved and down;oaed on either the iPads or classroom
computers, we are not able to update those proegrams ourselves. A lot of time is lost,
and instructional plans often must be changed, due to the long process in having
programs approved, downloaed, or updated.

When trying to use iPads, it's often a rigmarole trying to fill out the form, wait for
9 anonymous
approval, constantly check device to see if app has been approved, and then use.
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Question 10
Please share any successes you feel with regards to technology being used in your school or classroom.
Please state if there are none.

1 anonymous I have 4 iPads for use in my classroom.

Some of our students have produced some very good quality podcasts, videos, and
2 anonymous presentations. I have done a virtual field trip which my students remembers and
interacted with very well.

My kids use an interactive board and iPads very regularly in the classroom for
3 anonymous
different projects and instructional lessons.

4 anonymous none

I have limited instruction on current technology trends. There needs to be more

5 anonymous
training and access to learn and implement instructional apps and programs.

6 anonymous Use and access to Reading A to Z

7 anonymous Getting the 4ipads. Using the reading a-z.com web site.

My students were able to acess a few helpful programs on the iPads, such as Raz-
Kids, a math program called "iknowit.com," and AmplifyFractions. Each of these
8 anonymous programs helped increase students success in either reading or math. Also, many
students learned how to create a PowerPoint for the first time; although flashdrives
had to be used in order for them to give their presentations to the class.

9 anonymous I have recently learned how to take running records is g Readinbg A-Z.
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Appendix C

Excellence in Professional Practice Teacher Survey

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Appendix D

Systemic Improvement Teacher Survey

1. Do you know what data is collected and analyzed using technology?

If you know of any, please list them below. If you do not know, please
indicate that in your answer. S4 I1.4
11Responses
ID Name Responses

I don’t know of any that the district does on instructional practices. I collect data
1 anonymous
in my classroom through projects and sometimes multiple choice questions.

2 anonymous No

3 anonymous No I do not know what data is collected and analyzed using technology.

4 anonymous MAP and SC Ready data

5 anonymous MAP, SC Ready, Quarterly Benchmarks

6 anonymous Do not know

7 anonymous I don't know.

Lexile and RIT scores are collected using MAP testing. Kindergarten readiness
8 anonymous is gauged using KRA, but scores do not get shared until halfway through the
year.

Data is collected from NWEA (MAP Reading & Math) using computers for
students to take the test online. Benchmark tests are also taken by computer and
results are analyzed online. Also, state tests are taken online and are analyzed
9 anonymous using technology; however, we are not able to see the results of those tests. This
on turn makes it impossible for us to use that data to inform our instruction. It is
almost six months later before parents and students receive their results as well;
which is too late to be effective feedback for them.

10 anonymous MAP in reading and math. SLO can be completed on Classroom Mosaic.

11 anonymous Benchmarks, MAP testing

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2. What is happening in your school to continuously improve the

school through the effective use of information and technology
resources? If you know of strategies, please list them below. If you do
not know, please indicate that in your answer. S4 I1.3
11Responses
ID Name Responses

We are beginning to get technology, but with almost no power to manipulate it

unless we have DO approval - making it almost impossible to trouble shoot or
plan for a lesson. Our instructional technologist, Tim Cooper, does a great job of
1 anonymous providing us with resources but seems as if he needs to convince administration
(in the DO) along with teachers. Our school is very supportive of us trying new
things with technology, but our district office often hinders this. Instead of
educating, they give very little access to the technology itself.

There are opportunities to learn more about technology. Training is available,

2 anonymous but our district is behind compared to other districts in purchasing technology
that would be used by many, many students.

3 anonymous More students have access to iPads for learning and research.

4 anonymous i don't know

We are involved in PD sessions that teach us new and different ways to

5 anonymous incorporate technology into our daily lessons. Other teachers attend conferences
to learn how to use technology in other ways

6 anonymous Do not know strategies.

Technology PD is available sometimes but it does not apply to all content areas.
7 anonymous Special area teachers do not have equal access to technology either. No use in
planning when you can't get enough iPads for a lesson!

We use Promethean lessons, social tool such as Class Dojo that gives a safe
8 anonymous place to communicate and share with parents, Reading A-Z allows quick
assessments as well as leveled readings for students.

Currently, I am not completely certain what is being done to improve our school
through the effective use of information and technology. We have so few iPads
9 anonymous to share within each grade level and only four student computers. As far as I
know, we have not been informed of receiving any new electronic devices for
students, nor has any information about making programs and updates more
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ID Name Responses

accessible to us as teachers. These factors limit our ability to use technology and
information most effectively within the classroom.

Additional iPads were given to each grade level last school year. Technology
10 anonymous
PD sessions were available.

11 anonymous Unknown
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9. Do you feel administrators should include technology proficiency

and creativity when hiring new staff? Why or why not? (S4 I3.3)
11Responses
ID Name Responses

Yes, technology has become a big part of the 21st century learner. It opens the
1 anonymous
doors to many creative processes as well as many careers for students.

2 anonymous Yes

3 anonymous Yes it helps students learn and helps other teachers learn about new technogy.

I think it would be a perk for a new hire but should not be a deciding factor. I
4 anonymous
think they should look at all skills with technology being included.

some, I think it is a smart idea to hire new employees that have technology
5 anonymous
background with lesson planning

Yes. Our district is behind in new advances in technology and hiring employees
6 anonymous
who have new ideas would benefit the district as a whole.

7 anonymous Only if they are going to offer it equally.

No, because even as educators we should be open to learning and technology

should not be held against someone trying to teach. Technology is also just one
8 anonymous avenue for teaching, so there may be something else that the teacher is strong in
that would benefit teachers and students. We work as a team and within
collaboration, we can grow ourselves and help grow our students.

I believe technology proficiency and creativity should be included as

requirements when hiring new staff, because these are not only the tools of
today but of our future as well. Also, technology and it's use is changing at an
9 anonymous
increasing rate; Theodore, if newly hired teachers do not know how to use at
least the basics of current technology and software, they will have an extremely
difficult time catching up in an ever advancing system.

Yes so that the skills can be used and taught in the classroom, but not so that the
10 anonymous
proficiency weighs more heavily that other criteria.

Not necessarily. Someone proficient with technology and creativity would be an

11 anonymous asset, but I would rather see more PD opportunities and followup with
introduced technology.
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Think about a technology plan for your school. There are no

limitations on staff, equipment, training, etc. Money is not an object.
What would be your needs and wants?
8Responses
sID Name Responses

More control over the technology in our room, a whole group device that would
1 anonymous encourage student interaction, education for teachers and students to use
technology as an effective tool and not a one time lesson.

More computers in the classroom, more iPads, newer smart boards where old
2 anonymous
models are used/ smart board accessories , accessories/learning tools for iPads ,

Every student would have an iPad and be taught how to use it to support
3 anonymous
learning.

Some kind of tablet for each teacher to use for anecdotal notes, take to
4 anonymous
meetings to look at data, etc. A better board for each classroom

iPads for all students and LAPTOPS for all teachers. Access to more
5 anonymous
educational APPS.

I honestly do not know, but in my Read 2 Succeed courses, there was mention
6 anonymous
of a software that helped teachers assess benchmarks quickly and efficiently.

Planning periods that are protected from cancellation so that lessons using
technology can be prepared; A device for each student; same-day response to
technology requests for support/repair; a smart board that can be easily seen
7 anonymous even when the lights are on; a device (slate) that can be used to interact with the
board; a board that can use 2 pens at the same time; 2 pens; planning periods
that are free to plan and prepare lessons that make use of the technology (I
know that has already been mentioned but it’s top priority)

As mentioned above, more PD opportunities to learn new technology as well as

learning about technology already present in school environment. For example,
8 anonymous as a new employee, I would have welcomed specific instruction on using the
Promethean Boards and just how to navigate report cards. Learning it
piecemeal does not encourage successful teacher.