Using the International Society for Technology in Education (ISTE) standards as a

compendium, leaders will create a school culture that is conducive to designing professional

learning experiences that will assist teachers with the customization of relevant learning

experiences. These learning experiences will incorporate digital tools and researched-based

strategies to meet students diverse learning needs. Students will pursue their individual

curiosities and become active participants in setting their own educational goals, managing their

own learning, and assessing their own progress. The parents and community leaders will support

the instructional program by providing time, talents, and resources to promote equitable access to

and the effective use of technology.

The rationale that undergirds the vision is that teachers cannot be expected to implement

skills and knowledge acquired without opportunities for practice, feedback, and additional

emphasis of those skills and knowledge (Creighton, 2003). Leaders must readjust their

philosophy of professional development to accommodate the presence of equity, voice, choice,

reflective discourse, and praxis (Knight, 2007). Learning experiences must be contoured to the

learners needs. Differentiation is a type of learning that customizes instruction to meet the

learning needs, preferences, and goals of individual students (Basye, 2016).

By daily observation, a significant number of English Language Learners (ELL) and

regular education students do not possess the academic language to master state standards. We

plan to provide more opportunities for students to use speech-to text software, digital books, a

visual-aids to learn how to read skill-leveled appropriate texts. We plan to build a digital library

of academic videos (with captions) for students to access at home, via the districts student

portal, to develop their math literacy skills. The implementation of the districts Learning
Management System (LMS) will allow students to work through the curriculum at their own

pace and select assessment activities that complement their interests and learning styles.

Students with disabilities will benefit from the use of rich content to teach the curriculum.

They will no longer have to be frustrated with trying to keep the same learning pace as other

students. Students will have a voice in how they learn, and when they learn, and what they learn.

The social networking tool, Feedly, will be used to foster communities of practice with other

students who share similar interests. Web 2.0 tools such as Code, will be used to develop higher-

order thinking skills and problem solving skills. Evernote will be used to help students create

visual organizers of information about topics to help them retain information for related topics.

The effective use of technology is the intentional result of essential conditions that include digital

leadership, professional learning, a synthesis of digital tools and researched based strategies,

acknowledgement of the diverse learner needs, and the applicable knowledge of constructivist

concepts to the use of technology (Creighton, 2003).

 References

Basye, D. (2016). Personalized vs. differentiated vs. individualized learning. Retrieved from

https://www.iste.org/explore/ArticleDetail?articleid=124

Creighton, T. (2003). Sustaining effective technology plans: Management and leadership. In The

principal as technology leader (pp. 77-85). Thousand Oaks, CA: SAGE.

Knight, J. (2007). Instructional Coaching: A partnership approach to improving instruction.

Thousand Oaks, CA: Corwin.