Running Head: SHARED VISION & RATIONALE 1

Shared Vision and Rationale

Ambrey Earl

ITEC 7410

Spring 2018

Dr. Julia Fuller

Keywords:
SHARED VISION & RATIONALE 2

Shared Vision and Rationale

Vision Statement

The overall vision for Chapel Hill Middle School (CHMS) is to be a model

middle school. To me, a model middle school means to be the best example for other

schools in multiple different aspects. Chapel Hill strives each and every day to be the

best. Our slogan is, “The Best Getting Better Whatever It Takes!” The technology vision

states the following: “The students at CHMS will have access to and be engaged in the

use of a variety of technology tools to increase opportunities for collaboration, problem

solving, innovation, and research in order to prepare them for post-secondary education

and/or the skills needed to become part of the global workforce.” (Morris, J. 2018) The

use of technology will enhance all learning environments and offer opportunities to

achieve higher order thinking.

Rationale

To gather an idea on where teachers stand on technology integration and their

knowledge on current resources, I created a list of questions related to certain policies,

integration, and collaboration. Most of the responses were fairly similar. I am not

surprised by this because CHMS does a great job on informing staff members on the

available resources and keeping everyone in the loop. One of the questions asks about

student and teacher access to technology. All of the responses were the same except one

relating to all students having access to technology. At the beginning of the school year

each teacher is given a personal laptop. Teachers in a classroom are provided with at least

one desktop computer and academic classrooms have more than one. Each classroom
SHARED VISION & RATIONALE 3

also has a promethean board available for instructional purposes. In most classes, 7th and

8th grade students are allowed to use their technology devices when given permission.

Although CHMS is not a 1:1 school with technology, there are class sets of laptop carts

available to check out and use. One teacher stated that he does not feel like there is

enough technology for all students. When asked about the vision for integrating

technology in classes, all participants agreed that the vision is clear. One teacher

expressed that we all strive to be 21st century learners. According to the 2017-2018

School Improvement Plan for Chapel Hill Middle School, “students use computers for

Accelerated Reader, STAR, Odyssey, Microsoft Office products, Ga411 and the internet

for research in various courses. They utilize labs for projects and completing assignments

in Moodle. Several classrooms offer an interactive learning experience for students with

access to and use of interactive technologies such as Promethean Boards,

ActivExpression responders, and ActivSlates.” (Morris, J. 2018)

While observing classrooms and talking with other teachers, some mentioned the

drastic difference in the students’ attentiveness when using technology in the class versus

no technology. All of the teachers I spoke with said that when technology is present,

whether the students are using it or the teacher is for instruction, the students are much

more engaged and willing to participate. CHMS has a policy called Bring Your Own

Technology (BYOT). According to the responses, teachers who choose to offer BYOT

follow the procedures and make sure the students do as well.

In order to enhance student learning through technology, teachers have to be well

trained to include that in their everyday instruction. There are hundreds of apps and tools

available that are just waiting to be explored. One set of tools in particular that I would
SHARED VISION & RATIONALE 4

like to see implemented more in classes is Google Tools. Google tools are very user

friendly and have numerous benefits for teachers and students. Google Docs and Google

Slides are just two that would be great additions to any classroom for instructional

purposes and ways to achieve higher order thinking. If teachers attended a professional

development for Google Tools, they would be amazed on the difference in collaboration

for their classes.

In the interview questions, teachers were asked about their outlook on

professional developments. All answered that professional developments related to

technology were the most beneficial. “Transforming a school culture based on significant

shifts in pedagogy requires opportunities to learn how to effectively integrate

technology.” (Sheninger, Pg. 66) At CHMS, we have been fortunate to have teachers and

leadership team members host in-house professional developments.

In relation to beneficial professional developments in technology, student

achievement increases. According to What the Research Says about 1:1 (2015), many

educators assumed that just giving students access to technology would lead toward

positive results. The findings from Bebell and O’Dwyer (2010) pointed toward more

positive outcomes when schools focus on more training with teacher and students rather

than just implementation with one to one devices. In their study, they found that 7th grade

students within the second year of implementing 1:1 technology saw a significant

increase on the state assessment for ELA when compared to schools that had not

provided one to one computer access to their students. The finding from this research was

fascinating because the results were associated with the strength of the training and

implementation of technology rather than just the use of technology itself. This is
SHARED VISION & RATIONALE 5

interesting to me because I automatically thought that 1:1 with technology in any school

would show an automatic increase in academic performance. That is clearly not the case

if you do not train teachers on how to implement the technology in the classroom.

Diversity Considerations

According to the Douglas County School System (DCSS) website, “the mission

of the technology department is to enhance the learning environment through the infusion

of technology into the instructional process. It is the goal of the school system to provide

access to technology tools that will impact learning for all students and assist all teachers

in providing instruction.” As stated above, we are not 1:1 with technology, but the school

system does provide each school with resources for technology engagement.

In our district, there are low-income families who do not have access to

technology at home. Sometimes these students can fall behind. In relation to the shared

vision, students of low socioeconomic status (SES) will have access to the tools and

information at their schools even if they do not have access to technology at home. It is

our goal to provide an equal learning experience for all students and prepare them for the

future. If possible, I would like to take a survey and see how many students do not have

access to technology at home and give them the opportunity to check out a device from

school. I understand this is a big risk, but there would be specific guideline set in place

for this to happen. One way that CHMS offers assistance to low SES groups is allowing

students to enroll in the After-School Program (ASP). In ASP, students are offered

assistance from different teachers on their school work. They have access to laptops,
SHARED VISION & RATIONALE 6

desktops, iPads, and other technology devices until 6:00 PM. This program also provides

transportation at the end of the day.

Although many low SES students experience difficulties accessing technology,

there are teachers that also struggle with that issue. At CHMS, there are teachers who do

not have access to a laptop or desktop computer outside of school. At the end of the

school year, every teacher is asked to turn in their laptop for the Summer. With

permission, you can check out the computer for the Summer and return it during pre-

planning. As stated earlier, CHMS is fortunate to have faculty members host in-house

professional developments. This is beneficial for teachers who struggle with technology

access.

Chapel Hill Middle School offers a variety of assistive technology (AT) devices

for disabled students. For hearing impaired (HIP) students, CHMS offers smaller

classroom assistance. In this classroom, students are able to pick up an AT device at the

beginning of the school day and return it at the end of the day. A popular device is the

FM system. This device is used by many students who are hearing impaired. The teacher

clips on the device to his/her shirt, lanyard, etc. and places the microphone close to their

mouth. The FM system allows the HIP student to hear instructions clear without having

to sit in the very front of the classroom and for them to separate themselves from the

smaller classroom setting.

In the article, The New Digital Divide: Where Are Our Girls, different issues are

being addressed about technology related to different genders, race, and SES. According

to a statement from Gregory Aist in the article, technology and digital media have always

caught interest from white middle-class boys. Scott thoroughly describes the digital
SHARED VISION & RATIONALE 7

media program for adolescent girls called COMPUGIRLS. This program was created so

that young girls can engage in a series of 6 courses using a variety of technology to

research, analyze, and present different types of issues. At CHMS, we have a Wildcat

News Team made up of both girls and boys. It seems like the girls are equally interested

in the technology and production as the boys are. I believe this has a lot to do with the

business and computer science connection class that many of the students have taken.

Stakeholder Roles

The Douglas County school district supports partnerships and relationships to

enhance the overall effect of technology throughout the schools. It is a goal for all

schools to be 1:1 with technology in the next few years. Many schools are moving

forward with building renovations, but I believe after the renovations take place

technology will be the number one priority.

At CHMS, we have three administrators who are fully involved and supportive in

moving forward with implementing technology into our curriculum. Administrators will

evaluate teacher practice with technology as well as their knowledge. The administrators

will ensure that students are aware of the rules and guidelines when using technology at

school. Administrators will also evaluate student achievement and gather data related to

technology use in the classroom.

While CHMS does not have a coach specific to technology, we have many

teachers who serve on a technology team and make themselves available for assistance.

Our media specialist does a great job informing the staff on updates related to technology

and also makes herself available for assistance. Recently, administrators made it a goal

for all teachers to be Microsoft Innovative Educator (MIE) certified. The technology
SHARED VISION & RATIONALE 8

team of teachers held sessions to assist teachers in completing this certification. The

technology team makes it possible for teachers to learn and experiment with new tools to

use and introduce in their classrooms.

Teachers play a large role in reaching our technology goal as an entire school

system as well as CHMS. In order to implement the technology effectively, teachers have

to take the time to become educated or educate themselves on the different tools and

resources available. Teachers are responsible for choosing which technology is

appropriate for specific classroom activities and then assessing the use of technology. It is

important to reflect on the lessons and see what worked or what did not work so that it

can be better next time. Teachers will use Google Tools such as Google Docs to create

group collaboration and also to provide feedback for students. It is encouraged that

teachers create their personal classroom website to ensure better communication with

both parents and students. Teachers will also have a variety of AT devices available for

students who need to use a learning device. This is a goal to meet the needs of all

students in the classroom.

Parents play a very important part in helping our vision become successful. If we

do not have parent support, it is very difficult to get the students on board with what we

are trying to achieve. Parent’s will be in contact with teachers and be encouraged to visit

the school website, chmswildcats.com, and also the personal website for the specific

teacher. Parents will be asked to sign many forms at the beginning of the school year to

ensure they understand the students’ expectations in class and at school. It is encouraged

that all parents/guardians sign up for Notify Me. This is our way of communication to let

parents know about important upcoming information. It is the goal of CHMS to maintain
SHARED VISION & RATIONALE 9

positive communication between all parents, guardians, and students to achieve the

ultimate educational experience.

SHARED VISION & RATIONALE 10

References

Scott, K. (2009). The New Digital Divide: Where are Our Girls? Equity Alliance.

Retrieved 12 March 2017, from http://www.niusileadscape.org/bl/the-new-

digital-divide-where-are-our-girls-by-kimberly-scott/

Morris, Jolene (Principal). Chapel Hill Middle School Improvement Plan (2017-2018).

Essential Conditions. (2015). Retrieved March 7, 2018, from

http://www.iste.org/standards/essential-conditions/shared-vision.

Sheninger, E. (2014). Digital Leadership. Thousand Oaks, California: Corbin.

Sutton, N. (2015). What the Research Says about 1:1. Edutopia. Retrieved from

https://www.edutopia.org/discussion/what-research-says-about-11

Hindmon, Todd. Technology. Douglas County School System. Retrieved from

http://www.douglas.k12.ga.us/?DivisionID=1860&DepartmentID=1704
SHARED VISION & RATIONALE 11

Appendix

Interview Questions

1. What is your position at Chapel Hill Middle School?

2. How long have you worked in the school system?

3. Do all students have access to technology for educational purposes? Explain why

or why not.

4. Do all teachers have access to technology for instructional purposes? Explain why

or why not.

5. Is the vision for integrating technology in classes clear or unclear? Explain.

6. Is the Bring Your Own Technology (BYOT) policy being implemented

effectively? Why or why not?

7. Is Assistive Technology available for students in need? If so, what are some

examples?

8. Do staff members support and benefit from professional developments related to

technology?

9. Is technology assistance or coaching available for all teachers?

SHARED VISION & RATIONALE 12