Running Head: SHARED VISION & RATIONALE

Brookwood High Schools Technology Shared Vision

Ashley Allgood
ITEC 7410
Summer 2015
Dr. Fuller

Keywords:

SHARED VISION & RATIONALE

Brookwood High School Technology Vision

Vision Statement
We envision utilizing technology in the classroom to provide all students with a
world-class education. We believe that by using implementing technology, we will:

Increase student engagement and motivation

Improve student learning and performance in all areas of the curriculum
Promote valuable 21st century skills necessary for todays work place
Develop collaboration and communication
Foster critical thinking and creativity

We envision that throughout all classes, student will be engaged in challenging, authentic,
collaborative, hands-on learning. Through the use of technology, students will act as
explorers to form a solid understanding of the curriculum. Teachers will facilitate
learning and act as guides, coaches, and co-learners with the students. Through on-going,
comprehensive staff development, all teachers will gain the necessary technical and
pedagogical knowledge and skills to integrate technology effectively into the curriculum
while addressing the needs of all students. Overall, the school will be an environment
where all students and adults are constantly learning with and about technology. Both
teachers and students will have equal access to a full range of technology to help them
achieve their individual goals.

Rationale

SHARED VISION & RATIONALE

In order to provide our students with the best education and to prepare them for
the modern world, we must provide them with a firm familiarity with and an
understanding of technology. Additionally, the integration of technology in the classroom
provides students with 21st century skills needed in the workplace, such as critical
thinking, creativity, communication, decision making, and cross-cultural understanding
(Edutopia, 2007).
Beyond just preparing them for the work force, integrating technology results in
increased student learning and performance. Studies have shown that student-centered
learning results in more engaged and motivated students, resulting in improved
performance (Edutopia, 2007). Therefore, in order improve our students learning; we
must change the traditional view of the classroom and the roles of the students and
teachers to create a more constructivist style of education. Constructivist lessons
transform the traditional role of the students as the consumers of knowledge to a more
active role as the producers of knowledge (Tucker, 2013). Studies have proven that a
technology-rich, student-centered classroom has a strong, positive impact on student
learning and achievement (Kadel, 2008).
Based on our school survey, it is apparent that teachers and students have seen the
positive impact of integrating technology in the classroom and are enthusiastic in the
continuing implementation across the curriculum. Currently at our school, technology is
remaining in the hands of the teachers as a method of delivering information, meaning we
are at the entry level of the Technology Integration Matrix
(http://fcit.usf.edu/matrix/index.php). In order to improve student engagement,
achievement, and performance further, we must act as facilitators and put the technology

SHARED VISION & RATIONALE

in the hands of the students, acting as explorers. According to the survey, a lack of time
and training are the main hindrances to further implementing technology. Teachers feel
that there has been too much attention on the latest, flashy tool instead of focusing on
how we can use the existing technology to transform lessons throughout the school.
Based on the survey, our teachers and administrators are ready for an improved
technology implementation plan.

Diversity Considerations
In order to offer all students with a world-class education, we must confirm that
all students have equitable access, no matter the students age, ability level,
socioeconomic status, or gender. Studies indicate that teachers are using technology
differently with various groups of students. High performing students are using
technology for critical thinking or creative tasks while lower performing students are
using technology for basic drill practices. There is a similar discrepancy in methods of
technology usage in affluent verses poorer schools where the affluent schools are gaining
the advanced skills and the poorer schools are practicing basic drills (Creighton, 2003).
Additionally, females are shying away from using technology, either because they
are intimated by the male dominated area or they are being dissuaded (consciously or
unconsciously) by adults or peers (Ring, 2008). We must stop these trends immediately
and supply all students with the same opportunities to use technology in a constructivist
environment. We want all students to gain the 21st century skills that are fostered by
technology integration. As educators, we must change the predominate attitude that
technology is for the privileged male students. We must make sure that all students have

SHARED VISION & RATIONALE

access to the tools they need. We can achieve this goal by lending, donating, or
purchasing items for poorer students, by creating authentic, technology-infused lessons
for all classes, and by fostering an attitude of equality.

Stakeholder Roles
For successful technology integration, all stakeholders must actively participate
and help the school meet the goals. Each group of stakeholders will play varying roles.
I.

Administrators

It is the role of the administration to provide support for the implementation plan.
Support will come in the form of supplying funding, providing staff development,
supplying technology coaches, and leading by example. Consistent funding will be
necessary for procuring, maintaining, and upgrading hardware, software, equipment,
wiring, and networks in order to ensure that all students have equal access to technology.
Funding will also be necessary to provide thorough and constant staff development for
the teachers. Without receiving proper staff development, teachers will not be prepared
to carry out their roles of the implementation plan. In addition to funding and providing
staff development, the administration needs to find ways to provide teachers with time
during the school day to collaborate and experiment with the digital tools taught at the
staff development (Creighton, 2003). Furthermore, the administration must encourage
the staff members to step up and become technology coaches so that teachers have a
number of support staff to help them in their classroom integration. Technology coaches
will act as the bridge between the administration and teachers, reporting teachers needs

SHARED VISION & RATIONALE

to the administration and reinforcing the training provided by the administration. Lastly,
the administration will lead by example. If the administration wants the staff to practice
lifetime learning and technology integration, then they themselves must model this
behavior. They will integrate technology into their presentations and will seek out
information of the latest digital tools by attend conferences and reading research.
Beyond providing support in its various forms, the administration will also strive
to gain the support for the integration plan from the community, including sponsors,
businesses, parents, and resistant teachers. In order to gain the necessary support, the
administration will need to advocate for the importance of instructional technology by
increasing communication with community members and by sharing the data and
research that supports the implementation plan. It is the role of the administration to tap
into the ways the community can contribute to the implementation plan, e.g. providing
funding, donating technology, supplying training, or assisting in advocacy (Creighton,
2003).
II.

Teachers

It is the role of the teacher to have their students using technology daily across the
curriculum. Teachers will create authentic, meaningful, hands-on, and student-directed
lessons that are infused with technology. In order to do so, teachers will participate in
staff development offered by the school, district, or professional organizations. Teachers
will share knowledge gained from the training with colleagues and will collaborate on
new lessons using the new set of tools. Only by receiving constant training and working
collaboratively will teachers have be able to create these new constructivist lessons.

SHARED VISION & RATIONALE

Teachers will verify that they are meeting the needs of all their students and
providing all students with equitable access. No matter students gender, socioeconomic
status, ability level, or age, the teacher is presenting all students with opportunities to use
technology in meaningful, authentic, and engaging lessons. Additionally, teachers will
use technology to overcome these differences. For example, using assistive or adaptive
technology can assist students with special needs or making devices available for student
use can help socioeconomically disadvantaged students.
Lastly, it is the role of the teacher to ensure the students safety online. The
teacher will inform students about the dangers posed by the Internet and must provide
them with ways to practice safe usage. Teachers must present students with safe and
affordable digital tools to foster students safe practices and behaviors. The teachers will
keep parents informed of classroom activities, especially those on the Web, in order to
maintain parent understanding and support.
III.

Students

It is the role of the student to be a lifelong learning, who is willing to experiment with
different technology in order to gain new information. The students must be active and
willing participants in this new type of classroom where they play the roles of creators,
discoverers, producers, and problem-solvers. Students will act as the expert and assist
their peers who are struggling with technology. Students must be willing to try (and
possibly fail at) new things and with new tools. The student must trust that the teacher
will guide and facilitate in order to help the student succeed.

SHARED VISION & RATIONALE

IV.

Parents

It is the role of the parents to assist their students in the educational journey. Parental
assistance will come in the form of providing digital access. If digital access is not
possible at home, then the parent can support the student by providing rides to the school
or library to obtain access. Parental assistance will also appear in the form of staying
abreast of their students classroom activities. By knowing what the students are doing in
the classroom, parents can provide emotional or technical support for their child. In order
to stay informed, parents will read the schools emails, newsletters, blogs, and websites
frequently. Lastly, the parent can advocate in the community for the implementation
plan. Through advocacy, the parents can gain the support of other community members.
Community support is crucial since many community members can make contributions
to the implementation plan through donating time, training, services, or money.

Without each of these groups playing their own roles, it will not be possible to
successfully integrate technology throughout the school.

SHARED VISION & RATIONALE

Appendix
Survey Questions
1) How would you describe the BHS faculty's overall knowledge or awareness of
technology? (1 being minimal and 5 being advanced)
2) How would you describe the BHS faculty's implementation of technology in the
classroom? (1 being minimal and 5 being advanced)
3) What do you think best describes how most BHS teachers use technology in the
classroom?
4) What percentage of teachers fall into this category: The technology remains mainly in
the hands of the teachers. For example, the teacher uses Smartboards, Mimio boards,
and tablets to improve the lessons, but the students are not using these devices.
5) What percentage of teachers fall into category 2: The technology remains mainly in
the hand of the students. For example, the students are using smart devices and
computers, but the teacher is not involved in the use of technology in the classroom.
6) What percentage of teachers fall into category 3: The teachers and students are using
technology equally. The technology that is utilized in the classroom is passed back
and forth between teacher and students.
7) What type of technology is used most frequently during classroom lessons?

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8) Which aspect of instructional technology do you feel is underutilized?

9) Why do you think instructional technology is not utilized to its fullest potential?
10) Which task do you think teachers use technology the most to accomplish?
11) Which task would you like to see utilized more frequently in the classroom?
12) Do you think that BHS has a clear shared technology vision shared by the
administration and teachers?
13) How would you describe the BHS shared technology vision?
14) How often does the administration assess the effective use of technology throughout
the school?
15) What do you believe are the strengths of BHS technology implementation?
16) What do you believe are the weaknesses of BHS technology implementation?
17) What other opportunities or other resources are we not utilizing that would improve
BHS in the implementation of technology?
18) In what way does the community provide support for BHS implementation of
technology?
19) What threats or barriers could potentially keep BHS from fully implementing
technology throughout the school?

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References
Creighton, T. (2003). The principal as technology leader. Thousand Oaks, Calif.: Corwin
Press.
Kadel, R. (2008). Technology and student achievement the indelible link (ISTE Policy
Brief 1-16). Retrieved from
http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achieveme
nt.pdf.
TIM: The Technology Integration Matrix | A video resource supporting the full
integration of technology in Florida schools. (2011). Retrieved June 26, 2015, from
http://fcit.usf.edu/matrix/index.php
Tucker, C. (2013, March). The Basics of Blended Learning. Retrieved June 26, 2015,
from http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/TheBasics-of-Blended-Instruction.aspx
Ring, S. (2008, May 19). Tech gURLs: Closing the Technological Gender Gap. Retrieved
June 26, 2015, from http://www.edutopia.org/computer-science-technology-gender-gap
Why Do We Need Technology Integration? (2007, November 5). Retrieved June 26,
2015, from http://www.edutopia.org/technology-integration-guide-importance

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