1.1 Shared Vision
Candidates facilitate the development and implementation of a shared vision for the use of technology in teaching, learning, and leadership.
Candidates facilitate the development and implementation of a shared vision for the use of technology in teaching, learning, and leadership.
During the summer of 2014, I was asked to write a Vision Paper representing my ability to lead my school in technology integration for ITEC 7410, Instructional Technology Leadership. At the time of this project, there was no technology plan or vision in place, so I developed my vision from scratch. Because it was summer semester, I did so without access to feedback from my peers. To prepare for the project, I interviewed my principal to get a feel for the state of technology leadership in my school. I located and reviewed my school system’s technology plan online. I also based my vision on my own experiences as a media specialist and the material I studied in this course.
The vision paper I completed for ITEC 7410, Instructional Technology Leadership, has put me in a great position to become a technology leader in my school, North Paulding High School (NPHS), where there was, in fact, no technology leadership in place at the time I began this project. Developing a vision statement helped me focus on what is needed at NPHS to facilitate making technology a driving force in classroom instruction. I also had to determine what roles each of our stakeholders would play in its implementation.
As I wrote the vision statement, I thought about all the things I have learned, not only in this class, but in my other classes as well. Basing my vision on the ISTE standards and my principal’s input, I discovered how I could facilitate my school's adoption of a technology vision statement. In the interview with my principal I suggested the formation of a technology committee at NPHS and he not only agreed, but put me in charge of the committee which made its debut in the new school year. Because of this assignment, I became head of our new technology committee and was subsequently able to show my colleagues a fully developed vision statement which was adopted with minor changes by the newly developed Technology Committee.
By completing this artifact, I learned to understand the ISTE Standards and how to use them to facilitate technology leadership in my school. I created a document that serves as a starting point for leading discussions about what constitutes engaged learning using technology. It also launched the development of a technology plan. This document has facilitated the implementation of a leadership committee and sparked productive discussion of how to improve teaching and learning with technology at NPHS. If I was to do it again, I would prefer to develop the vision during the school year in collaboration with my peers as opposed to developing it in the summer when I lacked access to my colleagues.
Creating my vision plan has led to school improvement in many ways. Our last School Improvement Plan was cited as needing to focus more on technology. This vision statement is a great starting point to begin planning how to effectively integrate technology to improve teaching and learning. As students are engaged by the technology in meaningful lessons and activities, they will improve their creativity and critical thinking skills. Learner-centered instructional best practices are improved by technology integration as envisioned in this project.
The impact of the vision paper on instruction can be assessed through formal and informal walk-through observations conducted by administrators and county personnel. Evidence of best practices involving technology will also be reflected in annual student, parent, and teacher surveys.
The vision paper I completed for ITEC 7410, Instructional Technology Leadership, has put me in a great position to become a technology leader in my school, North Paulding High School (NPHS), where there was, in fact, no technology leadership in place at the time I began this project. Developing a vision statement helped me focus on what is needed at NPHS to facilitate making technology a driving force in classroom instruction. I also had to determine what roles each of our stakeholders would play in its implementation.
As I wrote the vision statement, I thought about all the things I have learned, not only in this class, but in my other classes as well. Basing my vision on the ISTE standards and my principal’s input, I discovered how I could facilitate my school's adoption of a technology vision statement. In the interview with my principal I suggested the formation of a technology committee at NPHS and he not only agreed, but put me in charge of the committee which made its debut in the new school year. Because of this assignment, I became head of our new technology committee and was subsequently able to show my colleagues a fully developed vision statement which was adopted with minor changes by the newly developed Technology Committee.
By completing this artifact, I learned to understand the ISTE Standards and how to use them to facilitate technology leadership in my school. I created a document that serves as a starting point for leading discussions about what constitutes engaged learning using technology. It also launched the development of a technology plan. This document has facilitated the implementation of a leadership committee and sparked productive discussion of how to improve teaching and learning with technology at NPHS. If I was to do it again, I would prefer to develop the vision during the school year in collaboration with my peers as opposed to developing it in the summer when I lacked access to my colleagues.
Creating my vision plan has led to school improvement in many ways. Our last School Improvement Plan was cited as needing to focus more on technology. This vision statement is a great starting point to begin planning how to effectively integrate technology to improve teaching and learning. As students are engaged by the technology in meaningful lessons and activities, they will improve their creativity and critical thinking skills. Learner-centered instructional best practices are improved by technology integration as envisioned in this project.
The impact of the vision paper on instruction can be assessed through formal and informal walk-through observations conducted by administrators and county personnel. Evidence of best practices involving technology will also be reflected in annual student, parent, and teacher surveys.