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Running Head: SHARED VISION & RATIONALE

Shared Vision and Rationale

Jared Fowler

ITEC 7410: Instructional Technology Leadership

Spring 2021

Dr. Angela Bacon

Keywords: shared vision, technology, problem-based learning, student-centered learning

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Shared Vision and Rationale

Shared Vision Statement

Coahulla Creek High School is devoted to preparing all students for success in the
global community through the development of cognitive, physical, and social skills. We
will attain this vision through a foundation of student-centered problem-based learning
which is challenging and engaging. The implementation of instructional technology to
encourage the development of higher-order thinking skills is a cornerstone of our vision
for the school. The objective of instructional technology is to teach students how to
harness the full potential of technology while identifying, researching, and solving real-
world issues.

Rationale

Coahulla Creek’s shared vision statement is developed from instructional strategy

research, the Whitfield County Schools’ (WCS) technology plan, teacher input, and
personal observations. Coahulla Creek’s vision in its technology plan mirrors the vision
of the WCS technology plan. The results of a staff questionnaire revealed that 100% of
the staff surveyed believe educational technology and implementation in schools is a
critical component for preparing tomorrow’s workforce. When questioned about their
vision for technology in the school, the majority of the teachers stated a desire for every
student to have a device and knowledge to use them appropriately. I have worked at
Coahulla Creek for over a year now and was present during the shutdown due to COVID.
This provided me with the opportunity to see the strengths and weaknesses of the
technology infrastructure of the school. The sources used for the design of the shared
vision align with the ISTE Essential Condition (2017) of a Shared Vision by synthesizing
the collaborative voices of the stakeholders within the school community. The shared
vision intends to create a common understanding of how effective instruction and
technology implementation should look in the classroom. Students should be engaged in
authentic learning experiences that utilize technology to employ higher-order thinking
skills.
Research on problem-based learning and student-centered learning are the driving
forces behind the shared vision. Problem-based learning aligns with the ISTE Essential
Condition (2017) of Student-Centered Learning by making the students active
participants in the learning process through collaboration and discovery. Problem-based

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learning also aligns with the third ISTE Standard for Students (2017) entitled Knowledge
Constructor that states students must “build knowledge by actively exploring real-world
issues and problems…” John McCarthy (2015) explains how student-centered learning
involves students in each step of the educational process including the planning,
implementation, and assessment of learning. Student feedback will be attained through
surveys administered using Web 2.0 tools such as Google Forms or Formative. These
tools allow students to respond to survey questions in a variety of ways, so students can
provide quality feedback to drive future instruction. When students take ownership in
their learning, the learning becomes truly student-centered.
The strength of the problem-based learning approach is student engagement
through collaboration during the construction of knowledge. Student engagement is
achieved when learning is relevant, meaningful, and applicable (Sheninger, 2019). This is
why problem-based learning utilizes real-world issues and problems during the learning
process. When students see the real-world applications to what they are learning, then the
content becomes relevant, meaningful, and applicable. Problem-based learning can take
many forms including allowing students to solve issues within the school such as the lack
of a STEM program within the school. Students could research program designs, funding,
and possible community involvement from local businesses to help establish a STEM
class at Coahulla Creek. Students could then use any combination of digital resources to
create unique artifacts to share within the school, community, and/or globally. We believe
the skills students learn through student-centered problem-based learning will create the
society leaders our community desires.
Problem-based learning is a powerful way to integrate technology into the
curriculum (Edutopia, 2008). Technology integration is a critical component of any
school’s curriculum in today’s digitally dependent society. The ISTE Essential Condition
(2017) of Curriculum Framework states content standards and connected digital resources
should be aligned with and support digital learning and work. The technology vision of
the Whitfield County Schools is to improve student academic achievement by
strengthening technology integration. Coahulla Creek’s goal for technology integration is
to find what Lightle (2011) describes as “innovative ways to integrate technology that
encourage higher-order thinking skills.” Students can use digital resources to analyze data
for statistical purposes or as the result of a test. Technology can be used to evaluate a
point of view or justify a stance on a social issue. There are a variety of digital resources
available where students can use creativity to create unique artifacts to demonstrate their
learning. Resources like Adobe Spark, Piktochart, and Screencastify can be used to create
infographics, presentations, and even webpages that align with the highest level of
creation in Bloom’s Taxonomy. The vision of the school is for teachers to create a

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reciprocal relationship between problem-based learning and instructional technology.
Problem-based learning encourages the implementation of technology and technology
authenticates the learning occurring during the problem-solving process.

Diversity Considerations

The ISTE Essential Condition (2017) for Equitable Access challenges schools to
close socioeconomic gaps to support digital learning for all students. Steele (2019)
defines the digital divide as “the gap that exists between individuals who have access to
modern ICT and those who lack access.” Coahulla Creek is focused on addressing the
digital needs of all students regardless of socioeconomic status (SES), gender, or
disability. The first and most critical step of closing the digital divide is educating all
stakeholders including teachers, parents, and community members. This will ensure all
essential parties are aware of the current reality in the school as the school moves forward
with the plan of action to address the digital divide.
Coahulla intends to address the digital divide created by SES in a two-pronged
approach. The school will seek to increase funding for technology and create equity with
the current allocation of devices by implementing a bring-your-own-device (BYOD)
policy. Warschauer (2004) recommends having mechanisms in place to ensure funds are
being directed to schools with higher populations of low-socioeconomic students, ELL
students, or students with disabilities. Leaders at Coahulla will advocate for the school at
the district level to receive additional funding due to our high population of low SES,
ELLs, and students with disabilities. A BYOD policy will allow students to bring
personal devices into the school thereby allowing school-issued devices to be re-issued to
students of low SES. Teachers will need to be trained on BYOD programs to ensure all
staff understands the guidelines of the policy. Coahulla will address the lack of internet
connectivity in the homes by offering before and after school programs to allow students
to utilize the network at the school. Coahulla will seek assistance from community
stakeholders to help cover the cost of reduced internet access in the home through
companies like Spectrum and T-Mobile. Students of low SES will benefit in several
ways. Devaney (2014) explains eliminating this divide will extend learning beyond the
walls of the school, help increase graduation rates, helps families learn together,
contribute to collaboration and creativity outside school hours, and helps students connect
with teachers.
Coahulla will confront digital divides due to gender through the creation of a
STEM program, professional mentor programs, and teacher training. Beede et al. (2011)
explain women are disproportionately represented in STEM fields due to a lack of role
models, gender stereotypes, and a lack of flexibility for the family dynamic. For this

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reason, Coahulla will seek to establish a STEM course of study in the school curriculum.
Coahulla has a close relationship with North Whitfield Middle School. Students will take
student interest surveys while at the middle school. Students, particularly females, who
show an interest in STEM topics or who are making above average grades in math or
science will be encouraged to enroll in STEM classes at the high school. Teachers at the
middle school and high school level will receive training to help identify and encourage
females who would be interested and/or successful in STEM classes. Coahulla will work
closely with community businesses to provide professional mentors for females in the
course and to provide funding or resources to sustain the STEM program which aligns
with the ISTE Essential Condition (2017) of Engaged Communities. Communities play a
vital role in closing the digital divides within a school and must not be overlooked.

Stakeholder Roles

There is an old African proverb that states “it takes a village to raise a child” and
it will take a village to implement the shared vision for the school. It will take the
dedication of all school personnel, students, parents, and members of the community. A
unified front is more successful than a divided one. Everyone will have a role to play and
collaboration will be key to maintaining focus throughout the implementation process.

Administrators

The ISTE Standards (2017) for Education Leaders states leaders should engage
stakeholders in developing and adopting the shared vision. Administrators will be
responsible for advocating for the school in district-level meetings and within the
community. Administrators will work to ensure all stakeholders stay focused during
setbacks and delays. Administrators will plan and ensure professional development is
ongoing to ensure technical skills and knowledge are up-to-date. Administrators will
ensure stakeholders are kept up-to-date on the current progress of the shared vision.

Teachers

Teachers are the backbone of implementing the shared vision. The ISTE Standard
for Educators (2017) states teachers should foster a culture where students take
ownership of the education by managing the use of technology and student learning
strategies. Teachers will be responsible for utilizing technology in the classroom. They
will be responsible for providing students with instruction on practices of digital
citizenship. Teachers will facilitate the engagement of higher-order thinking skills as the
students utilize technology in the learning process. Teachers will be responsible for

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analyzing student data to aid in differentiating instruction to meet the diverse needs of all
students. Collaboration with administration and parents is also a critical teacher
responsibility. These fellow stakeholders must be made aware of the current reality in the
classroom where the shared vision is coming to fruition. Teachers will provide a safe
learning environment for all students regardless of race, ethnicity, or academic ability.

Parents

Parents are vastly important in the implementation of the shared vision. Students
need support beyond the walls of the school. Collaboration between parents and teachers
is extremely important. Parents must share the current reality in the home to provide the
schools with the appropriate information needed to address the needs of all students.
Parents need to be supportive of their students’ use and creativity while utilizing
technology for school activities and assignments. Parents also serve as a voice of support
in the community. Parents can advocate and support the school’s shared vision in the
community.

Students

The first ISTE Standard for Students (2017) describes an empowered learner as an
individual who takes a dynamic role in selecting, acquiring, and exhibiting competency in
his/her learning goals. Students are the nucleus of a curriculum that is built on student-
centered problem-based learning. Students must buy-in to the shared vision of the school.
If teachers are the backbone of implementing a shared vision, then the students are the
heart. Students are expected to hold themselves to a higher level of achievement.
Students will participate by providing a voice and direction to the curriculum. Students
will collaborate with their peers and teachers to enhance the learning experience and to
build communication skills. Students will receive instruction on and implement good
digital citizenship practices. Students are expected to communicate learning needs to all
stakeholders including teachers, administrators, and parents.

Community Stakeholders

The ISTE Essential Condition (2017) for Engaged Communities explains how
communities comprehend the role of technology in education and promotes its use in the
school and district. Community buy-in of the shared vision is critically important to its
success. The community can support the shared vision of the school by collaborating and
forming partnerships with the school. Community stakeholders are expected to
communicate with the school throughout the implementation process to provide a

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continuous feedback loop to address the values and policies of the community.
Community businesses and organizations can provide volunteers, monetary support, and
additional resources to aid the implementation of the shared vision.

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References

Beede, D., Julian, T., Langdon, D., McKittrick, G., Khan, B., & Doms, M. (2011, August). Women in
STEM: A gender gap to innovation. Washington, D.C.; U.S. Department of Commerce,
Economics and Statistics Administration. https://www.researchgate.net/publication/
228196398_Women_in_STEM_A_gender_gap_to_innovation

Devaney, L. (2014, November 11). 7 reasons digital equity is a social justice issue. eSchool News.
https://www.eschoolnews.com/2014/11/12/digital-equity-access-938/.

Edutopia. (2008, February 29). Why teach with project-based learning?: Providing students with a
well-rounded classroom experience. Edutopia. https://www.edutopia.org/project-learning-
introduction.

International Society for Technology in Education (2017). Essential conditions. ISTE. https://
www.iste.org/standards/essential-conditions.

International Society for Technology in Education (2017). ISTE standards for educators. ISTE. https://
www.iste.org/standards/for-educators

International Society for Technology in Education (2017). ISTE standards for education leaders.
ISTE. https://www.iste.org/standards/for-education-leaders

International Society for Technology in Education (2017). ISTE standards for students. ISTE. https://
www.iste.org/standards/for-students.

Lightle, K. (2011). More than just the technology. Science Scope, 34(9), 6–9. http://
onlinedigitalpublishing.com/publication/?
m=13897&i=72125&p=8&article_id=831926&ver=html5.

McCarthy, J. (2015, September 9). Student-centered learning: It starts with the teacher. Edutopia.
https://www.edutopia.org/blog/student-centered-learning-starts-with-teacher-john-mccarthy.

Sheninger, E. (2019). Digital leadership. [VitalSource Bookshelf]. Retrieved from https://

bookshelf.vitalsource.com/#/books/9781544350820/

Steele, C. (2019, February 23). What is the Digital Divide? Digital Divide Council. http://
www.digitaldividecouncil.com/what-is-the-digital-divide/.

Warschauer, M., & Knobel, M. (2004). Technology and equity in schooling: Deconstructing the digital
divide. Educational Policy, 18(4), 562–588. https://doi.org/10.1177/0895904804266469