Running Head: SHARED VISION & RATIONALE 1

Title

Shared Vision Paper

Instructional Technology

Spring 2017

Dr. Mike Ribble

Keywords:
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Shared Vision

Vision Statement

The technology vision statement at Chapel Hill Middle School is to amplify

student learning to engage the student in authentic learning opportunities across the

curriculum by developing meaningful, rigorous, thoughtful, creative, innovative skills to

meet the capacity of the 21st century. Technology tools will be used across the curriculum

and to promote collaboration, problem solving, communication and research in order to

provide students with support to meet individual learning goals.

Rationale

Chapel Hill Middle School is committed to excellence as is reflected in its vision

statement It is the mission of Chapel Hill Middle School to educate the whole child

academically, physically, socially, emotionally, and creatively. These are not merely

words, but remain the clear focus of the how this school operates. As a model, middle

school, meeting the all the needs of the middle school learner while trying to meet and

exceed academic standards, and provide rigorous curriculum is a daunting task. The

current uses of technology include Promethean Board projectors, ActivExpressions

ActivSlates, Document Cameras, Teacher Laptops, and student Microsoft Office 365

accounts in every classroom. There are ten mobile laptop carts of thirty laptops for each

academic pod and three mobile IPad labs for each grade level. There is a Foreign

Language Listening Lab, a WaCom graphic art design digital tablets, various software

such as LanSchool, Renaissance Learning, Smart Music. The faculty and staff of CHMS

are eager to use technological advancement capabilities to meet the needs of their
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students. According to Dr. Jolene Morris, Principal of Chapel Hill Middle School,

Whether a student enters on day one of 6th grade year or the final month of his/her 8th

grade career, we are committed to providing each student with a rigorous and relevant

education.

Chapel Hill Middle School is a Fine Arts Themed Middle School and has fully

implemented a rigorous Advanced Academic Model. Progression into the quarter of the

21st Century, will bring about structural change to the current facility using SPLOST

funds to create much needed classrooms and structural updates. In addition, technology to

student ratio will be at 1:1. In interviews with administrators Dr. Jolene Morris and

Assistant Principal Stephanie Godfrey, the topic of Project Based Learning was

discussed. Dr. Morris stated, Project Based Learning will be beneficial to all our

students and individual learning styles. Ms. Godfrey shared that this is the direction our

school must take to address the diverse needs of all our students. Using technology to

integrate project based learning opportunities can and will meet the demand of the 21st

century learner. Project based learning and technology promotes lifelong learning and

enables students, teachers and administrators to reach beyond the school building

(Edutopia 2007). By providing project based learning opportunities and through

increased technology tools across the curriculum, Chapel Hill Middle School will

continue to progress as a model middle school. Project based learning provides students

with authenticity and meaningful ways to engage in learning. Furthermore, the skills

developed from PBL have a lasting impact on students. (Education World, 2011).

Teachers at Chapel Hill Middle School are dedicated to using technology as a resource to

increase student achievement. Using data collected from a survey teachers

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overwhelmingly supported increased professional learning opportunities that integrates

technology tools with specific curriculum goals and activities. In addition, all the

respondents were eager to learn more about project based learning and willing to attend a

non-mandatory professional development planning session in the summer to learn more

about it.

Using technology tools for communication, students will collaborate and develop

skills to communicate in a global society. As 1:1, device to student becomes a reality,

using technology appropriately is vitally important as our students mature through

adolescents. Through a series of teacher conducted interviews, surveys and observations,

findings indicated students have a limited capacity to use technology to communicate

effectively for written communication. Furthermore, the increase in access in information

creates inappropriate uses We cannot assume that having equitable access will be a

panacea to positive results. When schools focus on training teachers in technology

integration in the classroom authentic ways rather than technology for technologys sake,

then positive results are significant (Edutopia 2016.)

Middle School learners are diverse and have many different learning needs.

Providing students with a learning path that best meet those needs is made possible

through technology and the tools available to stakeholders. Technology has the ability to

offer the individual with a disability increased opportunity to learn, be productive, and

independent (Roblyer and Doering 2013). Technology and web tools provide teachers

with resources in which to differentiation students learning.

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Diversity Considerations

Middle School learners are diverse and have many different learning needs.

Providing students with a learning path that best meet those needs is made possible

through technology and the tools available to stakeholders. Technology has the ability to

offer the individual with a disability increased opportunity to learn, be productive, and

independent (Roblyer and Doering 2013). Technology and web tools, provide teachers

with resources in which to differentiation students learning. Using technology to create

individualized lessons can best meet student needs by tailoring specific learning goals to

the specific skill of students. In addition, incorporating universal design technology

features to support students with special needs is vitally important to their success and

must be implemented. Through professional learning and collaboration, teachers will

learn how to use web tools in the classrooms. Students will learn to use access and use

these tools to engage in the learning process.

As digital equity during the school day may equalize, after the school day ends,

digital divide increases. To meet the need of our learners, students without internet access

will be able to use the devices before school and during homeroom. All students are

given literature as part of their enrollment package that provides subsidized information

on internet providers in the area and free internet an WIFI throughout the community. As

the prevalence and availability of networks increases throughout the community, I

envision subsidized partnerships between network providers and government entities to

develop to meet the needs of the economically disadvantaged students. Immediate needs

in the future will be addressed through the expansion of the ASP program. Students that

qualify for the After-School Program; those that have a learning disability, receive free
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and reduced lunch, or do not meet state standards on GaMS Testing are eligible to utilize

program and the tutoring services provided. Through this program, students may access

technology after hours while in attendance.

Stakeholder Roles

Technology Coach

A Technology Coach would facilitate the professional development for the CHMS

staff. This position is yet to be filled, but with the demands of the 21st Century, it requires

someone with forethought and knowledge of the ever-changing digital environment. A

Technology Coach must be willing to listen, help, advise, learn, and keep abreast of

technologies that can be used in project based learning in education. Above all else, this

person must be patient and a visionary.

Administrators

Administrators continue to lead by example with an openness and an invitation to

all who want to be a part of the leadership team. They encourage their faculty members

through support and collaboration. Data and research based /best practiced strategies

drive policy in a supportive non- threatening environment. Developing a Technology Plan

was a collaborative effort of administrators and teachers. Continued collaboration across

the curriculum would be a part of weekly professional development. Using technology to

survey faculty about professional development would also continue to be utilized.

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Teachers

Teachers will meet and collaborate through weekly department meetings and

share across curriculum Project Based Learning plans for assessments and guides.

Professional development will be driven to enhance technology used in the planning and

implementation of Project Based Learning. Standards based lessons and activities with

unit assessments, rubrics, and materials will be refined for student learning. Inventories

and data will be collected and revisions made to create project based learning

opportunities in which teachers serve as facilitators and students begin to drive their

learning path.

Parents and Stakeholders

Parents and Stakeholders will support teachers and school administrators by

encouraging children at home and in the community by providing them with the

resources they need to be successful, responsible, and model citizens, in the school and

work environment. They will advocate for the school district in supporting policies that

provide financial support and research-based resources for the district.

References
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Roblyer, M. D., & Edwards, J. (2013). Integrating educational technology into

teaching (6th ed.) Upper Saddle River, N. J.: Merril.

What You Should Know About Project-Based Learning (2013). Education World.

Retrieved March 5, 2017 from http://www.educationworld.com/a_curr/project-

based-learning-benfits-best-practices.shtml.Education World.

Why Is Project Based Learning Important? The Many Merits of Using PBL in the

Classroom. (October 19, 2007). Edutopia. Retrieved from

https://www.edutopia.org/projectbased-learning-guide-importance

What the Research Says about 1:1. (March 26, 2016). Edutopia. Retrieved from

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

Appendix
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SurveyQuestions

1. In regards to technology integration, are you satisfied with the direction your

school is going?

2. How often do you integrate technology into your instruction?

3. On a scale of 1 to 5 how important do you feel student use of technology in the

classroom is to student achievement (1 not very important to 5 being the most

important)

4. Are you interested in using technology for project based learning?

5. Would you be willing to attend professional development for one afternoon during

the summer to plan and learn about project based learning opportunities?
6. Reflecting on your skills as a teacher, rate the following from strongest to

weakest?
Vocabulary acquisition
Assessment
Remediation
Differentiation
Enrichment
7. On a scale of 1 to 5 how important do you feel student use of technology in the

classroom is to student achievement (1 not very important to 5 being the most

important)