Professional Documents
Culture Documents
Shared Vision Rationale
Shared Vision Rationale
Megan Rucker
ITEC 7410
Spring 2017
Dr. Ribble
SHARED VISION & RATIONALE 2
Vision Statement
County High School aim to prepare students for their future beyond high school. With
this in mind, technology will be used to develop transferable skills that will extend
that encourages higher order thinking and authentic tasks. The purpose of higher order
thinking activities and authentic tasks are to provide opportunities for learning beyond
workshops and collaborative assessment/ instruction design will be used to foster a belief
during the school day as well as at designated times before and after school every week to
Rationale
Over the last several weeks I have had a number of opportunities to find out more
administrative stance. When asked what he believes technologys role is in the classroom,
Mr. Wilcox explained that it should be used to support learning rather than replace it. He
explained that he has some concerns that technology is used at times to replace good
instruction. He also expressed concerns that teachers are often the ones using technology
rather than the students (2017). This is supported by some of the results of a survey
SHARED VISION & RATIONALE 3
given by the business and technology department recently. According to the survey 58%
teachers said that they use a presentation tool like PowerPoint a few times a week (Hall,
2017). This perfectly reflects the principals concern that most teachers are the ones using
technology. Additionally a report of the lab sign-ups reflects only the tasks teachers have
students use technology for. This report reflects 20% of teachers used the lab for an
online lesson, 22% for a project or presentation, 19% for word processing, 17% for test
prep, and 22% for research. An additional 16 periods were used for testing. While online
lessons could consist of a wide variety of things, other lab activities consist of a mixture
of critical thinking tasks and tasks that replace regular classroom activities like typing
and test prep (Church, 2017). The results of the surveys as well as the lab sign up forms
reflect the need for a change in vision and the need for more training with the tools we
currently have. Both the school and county focus mission and vision statements place a
great emphasis on becoming ready for life after graduation, so a shift of vision would
support these ideas. As is written in the Essential Conditions, When students take
responsibility for their own learning, they become explorers capable of leveraging their
curiosity to solve real-world problems (ISTE, 2009). When students are able to problem
solve authentic tasks they will be more ready for life after high school. While we still
look at technology in its simplest form, we are unable to use its full potential.
with most participants using technology for research, word processing, and presentations.
Additionally, the survey provided insight into possible reasons why teachers do not use
SHARED VISION & RATIONALE 4
more higher order thinking activities with their students. Around a third of teachers
tools. Similar to the survey given by the business and technology department, teachers
on my survey said that they rarely use digital tools to reinforce content.
According to one teacher, I think technology can be used to help struggling or special
needs students and be a gateway or accessible avenue for some students. This comment
reflects the misconception that technology offers limited possibilities and only for some
students. The teacher considers technology a good source for remediation, but does not
Diversity Considerations
Two comments from the business and technology department survey pointed to
At the high school level we could use more ideas/apps that use phones as that's
the main product in BYOD. The wi-fi also needs to work better because it's often
frustrating for teachers and students when a technology lesson is planned and
students can't connect. I think teachers like to and would use technology more if it
Another teacher made a similar comment, The lack of viable technology hinders
bringing it into the classroom. Hard to implement activities I've done at previous schools
due to the lack of technology resources and the out of date equipment provided (Hall,
2017). Both of these comments reflect the concerns teachers in the school have about the
adequacy of our current tools. In many areas of the school, the wifi is weak, and the
SHARED VISION & RATIONALE 5
computer labs are often taken up or not large enough for class sizes. Because PCSD is a
BYOT district, students come to school with a large variety of devices. Because teachers
are not exposed to all of the different types of devices, taking advantage of BYOT outside
Additionally many students at PCHS have no devices at all and are often at a
disadvantage to other students. PCHS is not Title I, but it is a low income school. One
way that PCHS could more adequately address the needs of all students is to reorganize
the computer labs. Currently not all of the computer labs fit a full class of students. This
could either be addressed by creating four full sized computer labs rather than having 5
labs of varying sizes, or it could be addressed by asking teachers to only signup for labs
that match the size of their class. This would allow for the opportunity for more teachers
to make use of lab time and incorporate technology into their lessons. Another way to
make technology more equitable is to offer open lab time on certain days before and after
school. Many of our students who ride buses get to school very early and could take
Finally, the most important tool for providing equal access to technology for all
students is teacher training. One way that I would attempt to foster digital citizenship is
by providing teachers with the resources and collaboration time needed to develop
technology rich higher order thinking tasks. As the ISTE Essential Conditions points out
equitable access means more than simply providing devices and connectivity. It also
means giving every student the opportunity to learn from teachers who understand how to
use technology to both enhance learning and create quality learning experiences for
students with special needs (ISTE, 2009). Providing this training to all teachers is
SHARED VISION & RATIONALE 6
important, but emphasizing the need to teachers of on-level and special needs students as
well as CTAE classes that traditionally serve female students will help ensure that all
Stakeholder Roles
Instructional Coaches: Paulding County School District does not currently have a
salaried position for any type of instructional coach; however, they do encourage a
train the trainer program. Rather than creating a new position, collaboration leaders
could be trained and collaboration groups could work together to help address some
of these goals. It is often difficult to develop authentic tasks within the traditional
provide basic troubleshooting, and insure equal access. Teachers will provided a
number of ways for students to express their knowledge, provide opportunities for
tools like Canvas, Infinite Campus, and teacher website to stay up-to-date on current
downloading the apps and tools required for class. Those students that do not have
access to a mobile device will have access to the limited netbooks and classroom
student computers. Students will take advantage of authentic and interest based tasks
References
Church, G. (2017). Computer lab sign-up form. Paulding County High School Media
Center.
Hall, W. (2017). Teacher technology use. Paulding County High School Business and
Technology.
Appendix
Technology Survey
5. How confident are you in your ability to use technology with your students?
6. Do you feel supported in your attempts to use technology with your students?
7. Are you willing to allow for struggle time during your class to make sure students
8. Do you believe that the tools currently offered allow your students to use
school?
10. What can the school do for you to make you more comfortable using technology