1.1 Shared Vision
Candidates facilitate the development and implementation of a shared vision for the use of technology in teaching, learning, and leadership. (PSC 1.1/ISTE 1a)
Artifact: Vision Paper
Reflection:
The Shared Vision paper was completed as an assignment in ITEC 7410, Instructional Technology Leadership, as part of the Technology Planning Project. The purpose of this paper was to construct a vision statement for the effective implementation of instructional technologies, and to outline how technology supports strategic initiatives and diverse populations, while being inclusive of input/roles from all stakeholders. At Gainesville High School, in the absence of a school specific strategic plan, significant focus is placed on the district’s strategic plan. Unfortunately, this plan lacks targeted technology integration components. This presented an opportunity for creating a shared vision that included technology aspects while upholding ideals in line with district and stakeholder goals. In an effort to bring focus to instructional technology opportunities in GHS classrooms, I initiated discussions between the technology team and stakeholders to facilitate creation of a technology-inclusive shared vision statement. The shared vision paper includes a proposed shared vision statement for technology integration at our school, which was written in collaboration with our technology integration specialist, myself, and a group of 10 GHS stakeholders.
The Shared Vision paper demonstrates mastery of Standard 1.1 with the development of a shared vision for instructional technology integration at Gainesville High School. Standard 1.1, Shared Vision, establishes the expectation for students to facilitate the development and implementation of a shared vision for the use of technology in teaching, learning, and leadership. The development of a shared vision for technology integration began with gathering a willing group of stakeholders. With help from the administration, I gathered a small group of 10 GHS stakeholders, including the media specialist, several teachers, two students, and one administrator to join the endeavor. This group met with the technology integration specialist to preview the technology team’s draft of the upcoming technology plan, which gave us an idea of our goals and capabilities over the next 3-5 years. From there, we reviewed the district strategic plan and identified areas where a focus on technology integration could empower our teachers and students. The vision statement was drafted and reviewed by the technology team. The Shared Vision Paper was then written, including the vision statement, a descriptive rationale of what it would look like in practice, supportive literature, and stakeholder roles for implementation. Diversity considerations were also considered in the development of the shared vision, including focus on the digital divide that exists with students from low-income households and gender inequities. While not immediately prioritized at GHS, implementation of the shared vision plan includes guiding stakeholders in their roles for promoting instructional technology integration throughout curriculums at GHS. The Shared Vision Paper outlines this implementation process and provides detailed information, including examples and guidelines for the supportive roles of school administrators, educators, students, parents, and community members.
The creation of a shared vision and completion of the Shared Vision Paper provided me with insight into the depths of technology on a school and system level. The paper included identifying a plan to promoting instructional technology use among GHS educators and students and strategies for addressing the needs of diverse populations to promote digital equity for all students. This experience provided me an opportunity to think about my vision for educational technology in the present, as well as in the future. If given the opportunity to improve the process of creating this artifact, I would reach out to a higher number of stakeholders, possibly through a survey distributed to educators, students, parents, and the community. This could have provided a clearer idea of how stakeholders saw current technology integration endeavors and how this could be improved.
This artifact impacted school improvement, student learning, and/or professional development by providing an opportunity for Gainesville High School to develop and implement a focused initiative on instructional technology integration. It established communication channels between the technology team and educators and provided much needed guidance about future technology capabilities, which resulted in understanding and support of the teachers for the technology team and their efforts. This cooperation led to more informed opportunities for technology-related professional developments that would translate to student learning. This impact can be observed through an increased use in technology within GHS classrooms and curriculum, including use of Google Classroom and web resources for instructional activities and assessments.
The Shared Vision paper was completed as an assignment in ITEC 7410, Instructional Technology Leadership, as part of the Technology Planning Project. The purpose of this paper was to construct a vision statement for the effective implementation of instructional technologies, and to outline how technology supports strategic initiatives and diverse populations, while being inclusive of input/roles from all stakeholders. At Gainesville High School, in the absence of a school specific strategic plan, significant focus is placed on the district’s strategic plan. Unfortunately, this plan lacks targeted technology integration components. This presented an opportunity for creating a shared vision that included technology aspects while upholding ideals in line with district and stakeholder goals. In an effort to bring focus to instructional technology opportunities in GHS classrooms, I initiated discussions between the technology team and stakeholders to facilitate creation of a technology-inclusive shared vision statement. The shared vision paper includes a proposed shared vision statement for technology integration at our school, which was written in collaboration with our technology integration specialist, myself, and a group of 10 GHS stakeholders.
The Shared Vision paper demonstrates mastery of Standard 1.1 with the development of a shared vision for instructional technology integration at Gainesville High School. Standard 1.1, Shared Vision, establishes the expectation for students to facilitate the development and implementation of a shared vision for the use of technology in teaching, learning, and leadership. The development of a shared vision for technology integration began with gathering a willing group of stakeholders. With help from the administration, I gathered a small group of 10 GHS stakeholders, including the media specialist, several teachers, two students, and one administrator to join the endeavor. This group met with the technology integration specialist to preview the technology team’s draft of the upcoming technology plan, which gave us an idea of our goals and capabilities over the next 3-5 years. From there, we reviewed the district strategic plan and identified areas where a focus on technology integration could empower our teachers and students. The vision statement was drafted and reviewed by the technology team. The Shared Vision Paper was then written, including the vision statement, a descriptive rationale of what it would look like in practice, supportive literature, and stakeholder roles for implementation. Diversity considerations were also considered in the development of the shared vision, including focus on the digital divide that exists with students from low-income households and gender inequities. While not immediately prioritized at GHS, implementation of the shared vision plan includes guiding stakeholders in their roles for promoting instructional technology integration throughout curriculums at GHS. The Shared Vision Paper outlines this implementation process and provides detailed information, including examples and guidelines for the supportive roles of school administrators, educators, students, parents, and community members.
The creation of a shared vision and completion of the Shared Vision Paper provided me with insight into the depths of technology on a school and system level. The paper included identifying a plan to promoting instructional technology use among GHS educators and students and strategies for addressing the needs of diverse populations to promote digital equity for all students. This experience provided me an opportunity to think about my vision for educational technology in the present, as well as in the future. If given the opportunity to improve the process of creating this artifact, I would reach out to a higher number of stakeholders, possibly through a survey distributed to educators, students, parents, and the community. This could have provided a clearer idea of how stakeholders saw current technology integration endeavors and how this could be improved.
This artifact impacted school improvement, student learning, and/or professional development by providing an opportunity for Gainesville High School to develop and implement a focused initiative on instructional technology integration. It established communication channels between the technology team and educators and provided much needed guidance about future technology capabilities, which resulted in understanding and support of the teachers for the technology team and their efforts. This cooperation led to more informed opportunities for technology-related professional developments that would translate to student learning. This impact can be observed through an increased use in technology within GHS classrooms and curriculum, including use of Google Classroom and web resources for instructional activities and assessments.