Standard 2 1

ISTE Standard 2 Visionary Planner

Ebony Dixon

EDIT*760*D1 Instructional Tech Leadership - 24/SP

February 5, 2024
Standard 2 2

Introduction

Learning is rapidly changing in the digital age. Educational leaders have watched

technology change the way learning is happening in many institutions across the world. Digital

age learning has affected instruction and the learning process. It has enabled personalized and

adaptive learning within the classroom (Ellis, Lu & Fine-Cole, 2021). The International Society

for Technology in Education (ISTE) guides educational leaders in using technology to create

high-impact learning experiences for all students. Educational leaders should be visionary

planners in relation to incorporating technology within their institutions. Being a visionary

planner is the second standard under the ISTE standards for educational leaders. This standard

defines a visionary planner as a leader that engages others in establishing a vision and a strategic

plan. As well as conducting ongoing evaluation cycles that transform learning with technology.

There are five indicators that educational leaders should follow when creating their vision plan

for their institution. To better my understanding on how an educational leader creates and

implements a visual plan as outlined in standard two, I set up a meeting with my principal. Prior

to the meeting I generated some questions that I had for her that I needed answered to have a

thorough understanding of what a visionary planner looks like.

Indicators

The first indicator states visual planners should engage education stakeholders in

developing and adopting a shared vision. This vision should improve student success with

technology informed by learning science. I began my interview by asking the principal if she had

a visual plan for the school. I was advised that it is our school district's Digital Learning Team

that establishes the technology plan for the district. However, they do receive insight from

principles, the appointed board, teachers, and consultants. The team works directly with schools
Standard 2 3

and teachers to facilitate the successful integration of technology resources. When asked is there

any place I can find a copy of an actual plan. I was informed to try the districts website. There is

a mission statement that states that the Digital Learning Team is to create and sustain a culture

that supports digital age teaching and learning. It also mentions that it follows the ISTE standards

and uses it as a model when working with leaders and teachers to facilitate the integration of

technology resources (https://www.horrycountyschools.net/Page/375).

Since the district creates the overall vision plan for all schools. I then asked my principal

“how does our school build on that shared vision?” and “how does our school collaboratively

create a strategic plan that indicates how technology will be used to enhance learning?” She said

that during the summer months at principal meetings. Principals review data from their buildings

and determine what the technology needs are among staff and students. With that information

they then look at the content that is being taught and the technology tools that supports that

instruction. For example, two years ago the district adapted a new math learning tool that

students would use to reinforce math skills being taught. The principal stated that after teachers

were trained on the new tool, they were to implement it into their lessons. It was mentioned that

after a few weeks teachers checked back in during PLC to discuss how they implemented it into

their lesson, how is it going with the tool, and are they seeing positive results among students.

Our school also builds on that shared vision by incorporating technology in all aspects of the

classroom not just during instruction. Special area teachers also find innovative ways to enhance

learning as well. Students are learning about different aspects of coding in STEM, and they can

use iPads and various coding apps to create their own. Not only do teachers use technology to

enhance learning but our principal encourages collaboration through weekly PLCS and monthly

staff meetings. During these times together she meets with all the groups to ensure that their
Standard 2 4

needs are being meet and to address any academic or technology concerns. Many times, during

these meetings teachers share new apps and tools they are using with the group.

The advantages of technology and learning is that it provides instructors with immediate

feedback from students. It motivates collaboration with peers and fosters learning by trial and

error (Al-Labadi & Sant, 2020). The use of technology also assists teachers with determining the

students’ level of understanding through online assessments and classwork that provide

immediate feedback. Indicator three states that educational leaders should evaluate the process

on a strategic plan, make course corrections to it and determine how much of an impact it was.

Leaders should also incorporate trial-based technologies into classrooms to increase student

learning. When I asked my principal “how is the progress of the strategic plan evaluated?” I was

given the response that it is monitored and evaluated through classroom walk through’s,

discussions during meetings, and through students’ data. By taking a step back to look at our

school and the data our educational leader can see if the tools that we have in place to increase

learning or if another one should be adopted. This also makes for great reflective leading by

setting the example of determining where you can improve and what can you do better so more

students would be successful.

Effective communication with stakeholders to gather input on the technology plan, to

celebrate success and engage in a continuous improvement cycle is the fourth indicator under

standard two of the visionary planner. What this standard essential means is that educational

leaders after their technology plan is created, should keep stakeholders informed of the various

technologies used. They should also inform them of its progress among teachers and students

through digital data obtained. That data should also be monitored to inform everyone if there are

any changes that need to be made of the plan. Stakeholders can be beneficial to educational
Standard 2 5

leaders because they can provide a prospective that those educational leaders might not see. This

feedback is extremely important because it allows for collaboration from the stakeholders and

the educational leaders. They can discuss ways to revise the vision plan as well as celebrate some

of the accomplishments made by students relating to their learning and the effective

incorporation of the vision plan in the school.

The last indicator states that educational leaders should share lessons learned, challenges

they face, and best practices with other education leaders that want to learn about the impact of

learning with technology. One of the most effective ways to determine if technology is beneficial

to students is through application. As educational leaders learn of new tools and digital content it

is important for them to be shared with teachers. Teachers should have training on those new

tools prior to them being used within the classroom. Once they are trained, the technologies

should be incorporated into instruction. After some time, educational leaders should meet with

teachers to see how well or not the technology is working. At that time, it is also important for

teachers to collaborate with each other to learn how they implemented the technology in their

classroom and what their take aways were. Collaborating with educational leaders and other

teachers also allows for everyone to be open to new ideas and accept constructive feedback.

According to Killion, teachers that engage in high quality collaboration that is extensive and

helpful it benefits the individual and it is also a collective benefit (Killion, 2015). A study was

conducted to show the correlation between teacher collaboration and student learning. The

results of this study show that teachers that collaborate on instruction, new technologies, and

strategies has a positive effect on students as well as each other (Killion, 2015).

The last indicator also states that as the strategic plan gets implicated educational leaders

should reflect on and document the lessons learned and challenges that impact student learning.
Standard 2 6

One thing that many educational leaders must remind teachers is that it is alright if a lesson does

not go as planned or better yet if that technology tool did not work for the set of students that

they have. That is why it is important to reflect on the lesson and for leaders to reflect on the

vision plan. My principal informed me that there are many times where she must reflect to

ensure she made the correct decision regarding aspects of the vision plan. Although she would

like our school to be technology rich in the sense that it is enhancing instruction and promoting

student learning. She does not want the technology to be over whelming and take away from

what is being taught.

Researching standard two under the Standards for Education Leaders and its indicators; I

am now aware of what a technology vision plan is and the importance of an educational leader

creating one. One of the biggest take-aways I got from this is that it is a collaborative effort not

just with the leaders and teachers but all the stakeholders. Also, that it can be an evolving

document to ensure that technology tools and apps are meeting the learning needs of students.
Standard 2 7

Reference

Academics at HCS / Instructional Technology. Horry County Schools. (n.d.).

https://www.horrycountyschools.net/Page/375

Al-Labadi, L., & Sant, S. (2020, September). Enhance learning experience using technology in
class. Journal of Technology and Science Education. https://doi.org/10.3926/jotse.1050

Ellis, M. L., Lu, Y.-H., & Fine-Cole, B. (2021). Digital Learning for North Carolina Educational
Leaders. TechTrends: Linking Research and Practice to Improve Learning, 65(5), 696–
712. https://doi.org/10.1007/s11528-021-00649-x

Killion, J. (2015). High-quality collaboration benefits teachers and students. The Learning
Professional, 36(5), 62.