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)
(PSC 1.1/ISTE 1a)
Artifact: Vision Paper
Reflection:
The Vision Paper was created as a requirement for ITEC 7410 Instructional Technology Leadership; however, I used my specific school as the context for detailing a school vision for technology implementation. The Vision Paper clearly defines a direction for technology implementation in the next 3-5 years, and then delineates what teacher, administrator, technology leaders, parents, students, and community member roles will look like when the vision is achieved.
Because I took ITEC 7410 during the summer semester, I was unable to administer a survey to assess the extent to which teachers, administrators, parents, students, and community members think my school is fulfilling the essential conditions for technology implementation (ISTE, 2014). However, in order to facilitate the development of a shared vision for technology usage, rather than simply a personal vision, it would be important to gather input from these key stakeholders, as well as understand how the technology vision supports the overall district vision and specific school improvement goals. A survey with a 4-point Likert Scale (strongly agree, agree, disagree, strongly disagree) would be helpful in assessing the extent to which school leaders feel the school meets the essential conditions and would provide direction for areas of improvement. Similarly, I could interview key stakeholders to gather qualitative data that may provide additional insights about technology goals at the specific school. It would be beneficial as well to have a technology focus team comprised of various stakeholders create the shared vision as a professional learning group to ensure that the vision is indeed shared and not the product of a single person’s mind.
The Vision Paper also demonstrates my ability to facilitate the implementation of a shared vision by describing how specific roles would change if the vision were achieved. In my vision, I propose specific roles for teachers, administrators and technology leaders, parents, students, and community members if the technology vision were to be achieved. It would be important to first share the vision with all stakeholders in various large group or small group meetings. Stakeholders may also suggest revisions to their specific roles in order to achieve the technology vision. Each stakeholder group should also create a timeline for implementation so that they can measure their progress toward achieving the technology vision.
In reflecting on the Vision Paper, I do wish I had been able to administer a survey so that I could have truly developed a shared vision for technology. Involving all stakeholders is important in developing a technology vision since all stakeholders will have a vital role to play in achieving the goal. If I had the opportunity to administer the survey I may revise the vision to reflect the goals of various stakeholders. I did learn the importance, however, of consider all the people affected by a technology vision and clearly describing how their roles would change if the technology vision were achieved.
A vision for technology should have a discernable impact on school improvement. Ultimately, the technology vision should be a component of the school improvement plan and achieving the technology vision should provide definite increases in students learning outcomes. A technology vision not tied to student learning outcomes is a technology vision focused only on the acquisition of hardware and software rather than on the effective implementation of technology.
The Vision Paper was created as a requirement for ITEC 7410 Instructional Technology Leadership; however, I used my specific school as the context for detailing a school vision for technology implementation. The Vision Paper clearly defines a direction for technology implementation in the next 3-5 years, and then delineates what teacher, administrator, technology leaders, parents, students, and community member roles will look like when the vision is achieved.
Because I took ITEC 7410 during the summer semester, I was unable to administer a survey to assess the extent to which teachers, administrators, parents, students, and community members think my school is fulfilling the essential conditions for technology implementation (ISTE, 2014). However, in order to facilitate the development of a shared vision for technology usage, rather than simply a personal vision, it would be important to gather input from these key stakeholders, as well as understand how the technology vision supports the overall district vision and specific school improvement goals. A survey with a 4-point Likert Scale (strongly agree, agree, disagree, strongly disagree) would be helpful in assessing the extent to which school leaders feel the school meets the essential conditions and would provide direction for areas of improvement. Similarly, I could interview key stakeholders to gather qualitative data that may provide additional insights about technology goals at the specific school. It would be beneficial as well to have a technology focus team comprised of various stakeholders create the shared vision as a professional learning group to ensure that the vision is indeed shared and not the product of a single person’s mind.
The Vision Paper also demonstrates my ability to facilitate the implementation of a shared vision by describing how specific roles would change if the vision were achieved. In my vision, I propose specific roles for teachers, administrators and technology leaders, parents, students, and community members if the technology vision were to be achieved. It would be important to first share the vision with all stakeholders in various large group or small group meetings. Stakeholders may also suggest revisions to their specific roles in order to achieve the technology vision. Each stakeholder group should also create a timeline for implementation so that they can measure their progress toward achieving the technology vision.
In reflecting on the Vision Paper, I do wish I had been able to administer a survey so that I could have truly developed a shared vision for technology. Involving all stakeholders is important in developing a technology vision since all stakeholders will have a vital role to play in achieving the goal. If I had the opportunity to administer the survey I may revise the vision to reflect the goals of various stakeholders. I did learn the importance, however, of consider all the people affected by a technology vision and clearly describing how their roles would change if the technology vision were achieved.
A vision for technology should have a discernable impact on school improvement. Ultimately, the technology vision should be a component of the school improvement plan and achieving the technology vision should provide definite increases in students learning outcomes. A technology vision not tied to student learning outcomes is a technology vision focused only on the acquisition of hardware and software rather than on the effective implementation of technology.