1

Running Head: SHARED VISION & RATIONALE

Shared Vision and Rationale

Larrece Groover

ITEC 7410 Instructional Technology Leadership

Fall 2018

Dr. David Beeland, Jr.

 2
SHARED VISION & RATIONALE
Vision Statement

The mission of Lula Elementary is to empower students to be lifelong learners

and enable them to achieve their maximum potential in a diverse, ever-changing world.

While the overall mission does not directly address technology, we feel technology

integration is imperative into helping our students achieve their maximum potential in an

ever-changing world. Technology can be a tool and resource to meet the needs of the

teachers and students to adequately prepare them for the future. Through the use of

technology, we will increase student production of understanding through a blended

learning environment with differentiated assignments. We will use the technology to

engage our students in authentic, real-world experiences while promoting rigor through

creativity, innovation, collaboration, and critical thinking.

Rationale

The shared vision was developed through observations, research, interviews, and

surveys. Teachers, administrators, and coaches were surveyed and interviewed to get an

overview of technology within the school. As with most surveys, new questions or

follow-up questions develop based on the results. Discussions within the technology

team allowed opportunities to collaborate about the rationale for the vision. The original

goal of being mostly 1:1 technology has been reached however the overall vision of

creating students who are producers and not consumers of technology has not been

achieved. Based on the surveys and interviews, teachers are using the technology but it

doesn’t involve opportunities for creativity, collaboration, innovation, and critical

thinking. The teachers and administration feel the majority of the use centers around

concept practice which allows the students to master the basics but lacks the real-world
 3
SHARED VISION & RATIONALE
application. As the technology team stressed, administration and teachers need to

understand the definition of what a blended learning and a digital environment within the

classroom looks like at our school. Proper implementation of technology in the

classroom is important factor of blended learning once 1:1 technology is achieved. As

Lewis (2016) stated “it is important for school leaders to understand that a digital

environment may not be possible or appropriate if teachers are not provided with

appropriate and adequate support during implementation” (p. 14). Implementation of

technology if done correctly can help promote a true blended learning environment

promoting engagement, creativity, collaboration, innovation, and critical thinking.

Based on research and studies, student achievement can be enhanced by the

successful implementation of different programs in education. Technology is not an

exception to these findings. Research over the years has showed teachers attitudes,

proficiency, and training can impact their perception and use of technology in the

classroom. As Lewis (2016) explained “essential components of teacher commitment to

technology initiatives such as 1:1 programs include the availability of professional

development, adequate infrastructure and technical assistance, and strategic support” (p.

17). There have been several studies over the years focusing on elementary, middle, and

high school integration of 1:1 technology. One study focused on understanding what

drives technology in the classroom throughout 81 elementary schools in Massachuetts

and once again the results pointed out the importance for an implementation plan with

goals in mind for technology use for teachers and students. (Miranda & Russell, 2012 p.

664). As a technology team and school, we believe a shared vision focusing on

production along with an implementation plan is imperative to help truly empower our
 4
SHARED VISION & RATIONALE
students to be lifelong learners and enable them to achieve their maximum potential in a

diverse, ever-changing world. All stakeholders with proper support which should include

professional learning and clear implementation goals will be able to see the students

become producers of their understanding using creativity, collaboration, innovation, and

critical thinking.

Diversity Considerations

Lula Elementary is a Title I school with 53% of our student population qualifying

for free or reduced lunch. The small rural school has 407 students with 17% minorities.

The gender groups are split with 46% female and 56% male. We have recently seen our

population change with more transient students in the last five years. Digital equity is

imperative for our student population to reach their maximum potential and prepare them

for the future. Our school is moving towards digital equity by recently becoming 1:1 in

K-5 however the devices are not allowed outside of the school. The classrooms are

equipped with a mixture of Chromebooks, laptops, and iPads.

One of the major hesitations for our teachers in assigning technology related

projects or homework comes directly from the lack of resources our students have outside

of the school. The students who have access to technology on a regular basis at home

seem to be more proficient in their digital skills. One study indicated schools who

became implemented 1:1 laptop programs might have the potential to reduce SES-based

and ability-based achievement gaps (Harper & Milman, 2016). The problem for our low-

SES students is they are limited to developing the technology skills only at school while

their peers have opportunities beyond the classroom. The study further investigated the

impact on academic achievement of students who used of laptops outside of school. The
 5
SHARED VISION & RATIONALE
results found that students’ use of laptops for homework in core subjects correlated

highly with their reading and math achievement scores (Harper & Milman, 2016).

One way our district has began meeting the needs of the low SES groups is by

providing all students in the district with Google drive accounts. The district also

provides a managed Launchpoint for each student which houses their Google Drive and

programs as well as access to the Learning Management System called Canvas. Students

can access each of these features using a computer or laptop as well as mobile devices.

Most of our parents have access to a mobile device even if they do not have internet or

computer. Teachers use these programs and features as well as the central platform so

students can have access at all times. Our school also meets the needs of low SES groups

by offering our computer lab and library computers to parents and students as needed

before and after school at designated times. Teachers meet the needs of individual

students from our low SES group who do not have technology access at home by

providing additional technology times prior to the start of the day. Each year new groups

of teachers get brand new laptops and the technology department refurbishes the old ones

for repurposing them. Some ways our district can continue to meet the needs of the low

SES groups could include student check out of the refurbished devices along with low

cost internet or central internet locations in each area of the district for the students to

use.

In order to empower all students, gender equity needs to be addressed through our

shared vision and technology implementation. One study highlighted girls in elementary

school generally do not choose computer technology to present their understanding as

often as boys (Luongo, 2012). One way to address gender equity is to provide workshops
 6
SHARED VISION & RATIONALE
for teachers to discuss and understand the importance of gender equity in technology for

our students. Administration and teachers need to identify any gender gaps as well as

specific ways to address those specific areas. One way the district has addressed gender

equity at some schools is through the classroom sitting and design. The designs include

more opportunities for students to interact, collaborate, and make connections with the

other students. Teachers within the building have created flexible seating however our

lab still has a very rigid atmosphere. An additional way to address gender equity is

through our choices of representation of jobs and experiences involving technology to

include females.

English language learners and students with disabilities are two additional groups

needing special consideration at Lula Elementary School. Our district has addressed both

the ELL groups and students with disabilities through many of the programs and features

setup through the student Launchpoint. All students have access to Snap & Read and Co-

Writer as well as many other applications which read for the students, translate

documents, and provide speech to text options. The district has purchased and provided

assistive technology programs to use with our computers. The applications include

specific programs such as BrainPop ELL and Special Education resources for classroom

teachers to integrate. Teachers hold the keys to the implementation of the programs

within the school so integrating the professional development and specific goals relating

to the usage of the programs within the shared vision will continue to help address the

needs of the ELL and students with disabilities.

Stakeholder Roles
 7
SHARED VISION & RATIONALE
In order for Lula Elementary School to achieve a successful technology

implementation it will be important for all stakeholders to have buy in to the shared

vision. As Sheninger (2014) states “one of the drawbacks to educational technology is

the perceived lack of value it has in terms of student learning and achievement” (p. 65).

The key to successful implementation for everyone is to share in the vision and work

towards the goals to obtain the vision set forth. Each person and group of stakeholders

will need to have a role in the integration and implementation of the plan.

The roles of the administration and district starts with providing the resources to

help achieve the vision set forth by all stakeholders. The district’s role needs to provide

the infrastructure, maintain, and renewal or addition of additional learning resources for

schools. The school administrator and district should consistently provide adequate

funding to support the technology with personnel and staff development opportunities.

As Lewis (2016) stated “essential components of teacher commitment to technology

initiatives such as 1:1 programs include the availability of professional development,

adequate infrastructure and technical assistance, and strategic support (p. 13). The

funding for each of these components will need to be provided through a proactive

leadership working to obtain the necessary resources whether it is through district level

funds, Title I funding, school level funds, grants, local or community generated funds.

The role of a concentrated Instructional Technology Coach would provide an

opportunity to address the lack of focus on technology professional learning. The

position would allow a dedicated focus solely on the implementation and integration of

technology instruction. The current Instructional Coach provides ongoing professional

learning however the technology-related professional learning is not the highest priority
 8
SHARED VISION & RATIONALE
due to limited time and resources. Professional development needs to provide teachers

with experiences with creating real-world experiences such as the Exemplars training

implemented this year as well as ways to integrate products allowing students to be

creative, collaborate, think critically, and be innovative. The professional development

whether presented by a coach or teacher leaders needs to focus on opportunities to learn

as well as time to practice and share the ideas after implementation of resources.

Teachers need to have an active role in the implementation of the shared vision

for educational technology. Teachers will be where the whole plan either takes off or falls

flat. Teachers need to provide equitable access to digital resources to all the students

which may include the use of assistive technology as well as the use of different

strategies to address underrepresented groups of students. Teachers need to plan lessons

based on the curriculum utilizing technology with student-centered learning and real-

world experiences. The assessments need to provide opportunities for students to show

their understanding through technology products allowing creativity, collaboration,

critical thinking, and innovation such as the Exemplars the school has implemented this

year. Teachers will need to have time to reflect on their successes and failures in positive

and trusting environment. The reflection and collaboration opportunities in a

nonjudgmental atmosphere will help all the teachers make a more effective technology

integration to empower all students for the future.

Parents, students, and community groups will be play important roles in the

success of the shared vision. It will be crucial to get all three of these groups on board to

your vision. The district, administrator, teachers, and instructional coach need to

communicate their plan and educate parents, students, and community members of the
 9
SHARED VISION & RATIONALE
need for the change so you spark the interest in the success of the vision. The parents’

role should be to support the vision and stay in contact with the school and their

individual child’s teacher. The school should continue to provide curriculum training to

support parents with technology programs being used in the classroom. Students need to

complete assignments at school, reach out for support, and work hard in the classroom

while maintaining responsible digital citizenship. Community groups can support the

shared vision by providing resources and volunteers to enhance digital learning resources.

The support from the community groups could possibly impact the sustainability of the

community if the students stay in the community and become the future.
 10
SHARED VISION & RATIONALE
References

Harper, B., & Milman, N. B. (2016). One-to-one technology in K-12 classrooms: A

review of the literature from 2004 through 2014. Journal of Research on

Technology in Education, 48(2), 129-142. Retrieved from https://www-

tandfonline-com.proxy.kennesaw.edu/doi/full/10.1080/15391523.2016.1146564

Lewis, M. (2016). Professional learning facilitators in 1:1 program implementation:

Technology coaches or school librarians? School Libraries Worldwide, (2), 13.

Retrieved from

https://login.proxy.kennesaw.edu/login?url=http://search.ebscohost.com/login.asp

x?direct=true&db=edsglr&AN=edsgcl.502161742&site=eds-live&scope=site

Luongo, Nicole. (2012). Increasing elementary school teachers’ awareness of gender

inequity in student computer usage. International Electronic Journal of

Elementary Education, 3(4), 519-544. Retrieved from

http://eds.a.ebscohost.com.proxy.kennesaw.edu/eds/pdfviewer/pdfviewer?vid=1&

sid=777cd6fd-cec6-4474-8bd5-04d42934a3bd%40sdc-v-sessmgr04

Miranda, H. P., & Russell, M. (2012). Understanding factors associated with teacher-

directed student use of technology in elementary classrooms: A structural

equation modeling approach. British Journal of Educational Technology, 43(4),

652-666. Retrieved from

http://eds.b.ebscohost.com.proxy.kennesaw.edu/eds/pdfviewer/pdfviewer?vid=3&

sid=ca180a92-b269-4e5e-ba78-a5538ef0593f%40sessionmgr102

Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times.

 11
SHARED VISION & RATIONALE
Thousand Oaks, CA: Corwin.
 12
SHARED VISION & RATIONALE
Appendix

Essential Conditions Interview

1. What is the school’s vision for effective technology use to enhance instruction in

the classroom?

2. To what extent do educators have opportunities and access to ongoing technology-

related professional learning as well as time to practice and share their successes and

struggles? How have you been able to provide professional learning opportunities to

follow-up after the technology training was delivered?

3. How is the technology aligned through a framework with the curriculum and

content standards to support concepts and skills?

4. Is the technology use in the classroom focusing on students creating with

technology, learning standards-based concepts, and/or solving-real world problems? If

so, what evidence have you seen or what is one example you have created in the

classroom.

5. To what extent do community leaders such as businesses and organizations partner

with the school to provide support and volunteers for educational technology

implementation?

6. To what extent does the school budget allow for ongoing maintenance, updates,

system support and professional development for technology?

7. How does the school monitor or assess the success of technology integration within

the classrooms and school? Does the school have a specific tool for measuring the

impact of the technology? If so, what?