Running Head: SHARED VISION & RATIONALE 1

Minor Elementary Shared Vision and Rationale

Carolina Parker

Instructional Technology Leadership (ITEC 7410)

Fall 2017

Dr. Julia Fuller

SHARED VISION & RATIONALE 2

Minor Elementary Shared Vision and Rationale

Vision Statement

The current vision of Minor Elementary is to become a world class school where all students will

acquire an academic foundation that will maximize their potential to be successful as they continue their

education and become contributing citizens of the world. The use of technology can help achieve this vision by

helping teachers learn how to create personalized learning experiences that will help students apply what they

learn to real life situations. Teachers will also expose students to technology tools that will allow them to

engage in 21st century skills such as collaboration and problem solving. Lastly, the technology divide will be

reduced by ensuring all students at Minor elementary receive appropriate instruction through the use of research

based teaching strategies that address the needs of all students as well as by ensuring equal technology access.

Rationale

The Minor Elementary staff was asked to participate in an anonymous survey in order to help develop

this shared vision. The survey included ten questions that focused on the essential conditions for technology

implementation that were areas of weakness for the school. Based on the results of the survey conducted, it was

concluded that the majority of the participants feel uncertain on how to effectively use the eClass (Gwinnett

County Public Schools online learning system) to create personalized learning modules. The results of the

survey also showed that stakeholders were not always aware of the ISTE teacher and student technology

standards and how to incorporate them in their instruction. Lastly, it was also noted from the results of the

survey that additional staff development was needed in order for technology to be implemented successfully at

Minor Elementary. This evidence from the survey was the foundation to construct a vision in which the need to

educate teachers on the creation of meaningful personalized technology-based learning activities is the most

important factor to ensure high quality technology integration.

SHARED VISION & RATIONALE 3
In the article, Leading Personalized Learning: Digital Programs Help Meet the Needs of All Students,

the authors state that “[they] think of technology as a tool, but a tool that has to be fit for purpose. It’s not just

about the right tool, but it’s the right tool at the right time for the right student for the right reason. So don’t lead

with the devices. Lead with the learning” (2017, p.53). It is important to understand that the way technology is

used will determine the quality of the learning experience. That is, teachers need to invest time in

learning how to create technology activities that are used to enrich learning. Staff development in technology

integration offers opportunities for teachers to learn when, how, and why technology should be utilized.

According to Mustafa and Fatma (2012) “When adopting an innovation in the institution, teacher readiness is

one of the basic determinants of success. It’s a fact that in order to apply a teaching method effectively, the

teachers must have sufficient knowledge not only about the subject but also the method of teaching in question.

In empowering the faculty staff to integrate instructional technology tools in classroom activities, in-service-

training is regarded as a key factor of success” (p.1443). In order for teachers to be willing to embrace new

ways of teaching, they need to have sufficient preparation before successfully implementing them. It is also

important for teachers to understand how to create learning experiences that help students engage in higher

order thinking skills. Mustafa and Fatma (2012) also state that, “in order to help teachers create technology-

enhanced, learner-centered classrooms, it is essential to understand: (a)how [teachers] perceive learner-centered

instruction as well as technology; (b) what kinds of barriers they face in creating technology-enhanced, learner-

centered classrooms; and (c) what kind of support they need to create such classrooms” (p.1444). Teacher

preparation is crucial for successful technology implementation, and it should become a priority for the school.

The teachers should also be given the time to create, try, and modify activities without feeling pressured by

administrators. It is extremely important for teachers to feel effective and adequate, which is why it is important

for them to feel supported when trying new things.

In regards to student centered activities, it is worth mentioning that Minor Elementary already has an

online learning system. That is, the school has the tools, but they do not know how to use them effectively. It is

also important to point out that Minor Elementary is facing challenging times in regards to student achievement;

therefore, all teaching methods implemented need to reflect best practices and student growth. According to
SHARED VISION & RATIONALE 4
O’Donoghue, “technology-based tools can improve assessment for learning by providing ways in which

learners can demonstrate and share their achievements, as well as providing information on progress. Combined

with tailored content and resources, there are greater opportunities for a more differentiated learning experience

where learners’ needs are better understood and met” (p.2). This important for this shared vision since the

school’s stakeholders will be more willing to embrace technology if it is used to increase student achievement.

Technology will also help differentiate and personalize instruction which is very important in order to address

the needs of all students. Moreover, technology will also offer the opportunity to connect learning with real-life

applications which is the ultimate purpose of learning.

When creating student-centered learning activities, it is also important to understand that technology

should be seen as tool that can help students become more accountable for their learning. According to Moeller

and Reitzes (2011), “technology can equip students to independently organize their learning process. So, instead

of being passive recipients of information, students using technology become active users” (p.5). That is, if we

want students to become higher order thinkers, we need to give them a voice and a choice when it comes to

their learning. The use of web 2.0 tools in personalized learning modules is a great way for teachers to provide

students with ways in which they can express what they know in different ways. Podcasts, blogs, digital or

interactive presentations are tasks that 21st century learners should be exposed to on a daily basis.

Diversity Considerations

Minor Elementary is a highly diverse school both culturally and linguistically. Minor Elementary is also

the cluster school for the DHH (Deaf and Hard of Hearing) program. The demographics for Minor Elementary

are as follows, Hispanic 52%, African American 26%, Asian 14%, White 6%, and multiracial 3%. The ESOL

population is 54%, and the Special Education population consists of 14% of the total student enrollment. The

free and reduced lunch rate is 87% (Minor Elementary Accountability Report, 2016).
SHARED VISION & RATIONALE 5
Currently, each Minor Elementary regular education classroom has six laptop computers or

Chromebooks, five Kindle Fire tablets, one Mimio system, and one camera. The school has four computer labs

and six laptop carts with eight computers each. Special education classrooms have a 1:1 device ratio.

Even though many of the students at Minor Elementary have an electronic device, they do not always

bring it or use it at school. Moreover, several students do not have access to the Internet at home. It is important

to ensure that all students receive the same quality of instruction; therefore, teachers will be asked to create

technology related learning activities that help students engage in higher order thinking skills. According to

Gorsky (2015)” teachers with classrooms full of students of color are more likely to use computer and

Internet technology for a skills and drills approach to learning, similar to the “digital flashcards”, or as a

reward for good behavior” (p.12). This is why the quality of the technology based learning modules and

activities is extremely important, and the activities that the students will perform using technology are

connected to real-life situations. According to Kidd & Keengwe (2010), “[other] strategies that have proved

successful in influencing [low SES] student academic performance include project and inquiry based

learning opportunities, students working in pairs through computer assisted instruction, and through

social interactions and teamwork; using digital video, audio, and graphics to supplement instruction”

(p.61). That is, the purpose of using technology should be to enrich the learning experiences of the students in

order to help them perform at higher levels in all areas of academic content. It is also imperative that all

technology related activities are completed within school hours in order to ensure equal access to all students as

a way to narrow down the digital divide.

In regards to considerations for ELLs, it is important that the learning modules created on eClass contain

modifications in order to make the activities accessible to all. For example, learning modules should have a

variety of activities that help students engage in listening, speaking, reading, and writing. It is also important for

learning modules to contain a variety of visuals that can help students make connections with the content being

learned. According to Hobgood and Ormsby (2011), “ELLs can benefit from videos with closed captions in
SHARED VISION & RATIONALE 6
order to help them access the content.” These instructional videos and resources can either be pulled from the

internet or they can be teacher created.

When it comes to special education learners and DHH (Deaf and Hard of Hearing) students, it is also

important to understand that accessibility is key. Hobgood and Ormsby (2011) also state that visuals are also a

great way to help special education students learn content through technology. Another way to differentiate for

students with disabilities is to modify the way students show what they know. That is, teachers should offer

students a variety of formats in which to present the information; especially while assessing the students.

Gender is also a concern when it comes to technology. According to Gorsky (2015), “women [are] much

less likely than men to have been encouraged to value and pursue technology-related fields throughout their

education and social development” (p.19) This lack of interest of girls when it comes to technology starts at a

very early age; therefore, teachers at the elementary level should start by making technology more appealing to

girls and to their interests. Moreover, girls should also be encouraged to participate in science and math

activities that require problem solving and higher order thinking skills. One way to do this would be to group

students by gender for activities that are specifically related to STEM in order to give girls the opportunity to

think independently without feeling pressured by boys. By exposing female students, and all students in general,

to rich and rigorous technology activities, teachers will help them become more confident and more comfortable

when using it.

Stakeholder Roles

Technology or Instructional Coach

Technology and/or instructional coaches will plan, deliver, and monitor staff development for

technology integration in which teachers will participate twice a week. The focus of the staff development will

be to help teachers create personalized learning modules on eClass (Gwinnett County online learning system).

The coaches will focus on the integration of the content and technology standards to help teachers create

modules that they can use as part of their daily instruction. Each staff development session will provide teachers

with a variety of technology based activities that they can embed in their learning modules. The activities that
SHARED VISION & RATIONALE 7
the coaches will share with the teachers will require the students to engage in higher order thinking activities.

The coaches will also show the teachers how to effectively modify these activities to ELLs and students with

disabilities.

Administrators

Administrators will provide teachers with time to implement what has been learned in the staff

development. For example, teachers will have 2-3 staff development sessions to create an eClass learning

module in the subject of their choice. Administrators will also help monitor the teachers’ implementation of

eClass through walk-through observations. As a way to help teachers become more proficient with technology

integration, administrators will also provide teachers with effective feedback that will be delivered to teachers in

a timely fashion. Administrators will also encourage teachers and parents to voice their questions and

suggestions in regards to technology policies and budget by either attending meetings or by completing surveys

or interviews.

Teachers

Teachers will become familiar with the technology standards for teachers and students, and they will

learn how to embed them in their daily instruction. The teachers will also participate in the staff development

provided by the school in which they will learn how to create eClass personalized learning modules on the

subject of their choice. These learning modules will not only use technology as a mean of delivery, but they will

also include activities in which the students will be asked to use a variety of tools to either complete

assignments, take assessments, and generate products. Teachers will also be asked to participate in debriefing

sessions with grade level members, coaches, and administrators in order to self-assess the effectiveness and

quality of the modules they create. Teachers will also have the opportunity to voice out their ideas about how

technology integration should look like at the school by attending technology meetings and by completing

surveys or interviews.
SHARED VISION & RATIONALE 8
Parents

Parents will become aware of the features of eClass through a letter sent by the school. Parents will also

be asked to become enrolled in the Gwinnett County parent portal in order to be aware of what is being

displayed on their child’s eClass page. Additionally, parents will be encouraged to participate in additional

eClass activities with their students as assigned by the teachers. The purpose of those additional activities will

be to better understand the layout of eClass as well as to better understand the content and technology standards.

Parents will also have the opportunity to voice their opinion when it comes to technology integration by

attending school improvement team meetings or through the completion of surveys.

Students

Students will be required to complete the learning modules on eClass. They will also be asked to

complete tasks that will require the use of technology tools. In order to make this an equal access environment,

students will be required to complete all the tasks at school. Students will also be asked to rate their

performance as well as the quality of instruction received from the learning modules they completed.
SHARED VISION & RATIONALE 9

References

Green, J., & Mahoney, S. (2017, June). Leading Personalized Learning: Digital Programs Help Meet the Needs

of all Students: Using technology to individualize learning environments

Gorski, P. (2005). Education equity and the digital divide. AACE Journal, 13(1), 3-45

Hobgood, B. & Ormsby, L. Inclusion in the 21st-century classroom: Differentiating with technology (2011)

Retrieved October 11, 2017 from http://www.learnnc.org/lp/editions/every-learner/6776

Kidd, T. T., & Keengwe, J. (2010). Technology Integration and Urban Schools: Implications for Instructional

Practices. International Journal of Information and Communication Technology Education (IJICTE), 6(3), 51-63.

doi:10.4018/jicte.2010070105

Minor Elementary. Accountability Report. Retrieved October 11, 2017, from

https://publish.gwinnett.k12.ga.us/gcps/wcm/connect/9044e1d4-ef21-4bc9-ad2b-

1553859d4b99/MinorES.pdf?MOD=AJPERES

Moeller, B., & Reitzes, T. (2011, July). Integrating technology with student-centered learning. From

www.nmefdn.org Retrieved October 10, 2017.ww

Mustafa, E. & Fatma, E.N. (2013). Instructional technology as a tool in creating constructivist classrooms.

Procedia-Social and Behavioral Sciences, 93 (3rd World Conference of Learning, Teaching and

Educational Leadership), 1441-1445 doi: 10.1016/j.sbspro.2013.10.060

O’Donoghue J. (2010). Technology-supported Environments for Personalized Learning: Methods and Case

Studies. Hesey, PA: IGI Global

SHARED VISION & RATIONALE 10

Appendix

Essential Conditions Survey

1. The creation of specific long and short term technology goals can help me assess my level of technology
integration.
Strongly disagree Disagree Neutral Agree Strongly Agree

2. The amount of technology devices in my classroom is adequate for successful technology integration.

Strongly disagree Disagree Neutral Agree Strongly Agree

3. I can successfully create instructional modules and activities on eClass that address the needs of all my
students.

Strongly disagree Disagree Neutral Agree Strongly Agree

4. I need more staff development on technology integration in order to use eClass more frequently in my
classroom.

Strongly disagree Disagree Neutral Agree Strongly Agree

5. I am aware of the teacher and student technology standards and I know how to incorporate them in my daily
instruction.

Strongly disagree Disagree Neutral Agree Strongly Agree

6. I consider myself well prepared on creating student centered activities that successfully integrate technology.

Strongly disagree Disagree Neutral Agree Strongly Agree

7. When I have technology issues, I get help in a timely fashion

Strongly disagree Disagree Neutral Agree Strongly Agree

8. My students have difficulty behaving and completing tasks when using technology.

Strongly disagree Disagree Neutral Agree Strongly Agree

9. I know my current level of proficiency when it comes to technology integration, and I know how to improve
it based on the technology standards.

Strongly disagree Disagree Neutral Agree Strongly Agree

10. I can identify at least 5 people in the building that can assist me when I have technology problems.

Strongly disagree Disagree Neutral Agree Strongly Agree