1.1 Shared Vision
Candidates facilitate the development and implementation of a shared vision for the use of technology in teaching, learning, and leadership. (PSC 1.1/ISTE 1a)
Candidates facilitate the development and implementation of a shared vision for the use of technology in teaching, learning, and leadership. (PSC 1.1/ISTE 1a)
Reflection
I completed this SWOT (Strengths, Weaknesses, Opportunities, and Threats) Analysis to determine if our current allocation of resources (human & technological), FITS processes, and local school technological support were optimal for supporting our school technology vision. With the assistance of our local Technology Support Technician, our principal, and several district support members (most of our network management, computer imaging, and FITS change processes are managed there), I worked to identify areas of improvement to better support learning and teaching at Harbins.
I initiated all of the meetings for this assignment, and sought feedback from several other people in our building (teachers, students, and parents who volunteer) to solicit input on ways that we could improve several areas of this plan, including resource allocation and local school technology support. Their ideas contributed to a positive discussion on what we are already doing well and how we could move forward with changes to support student learning. This process was enlightening for all participants and helped inform the building principal on many of our infrastructure and service processes that she wasn't fully aware of.
This artifact demonstrates my development of a shared vision through the involvement of many different stakeholders, such as the technology support department and the principal. The conversations we had throughout this process helped to clarify how technology infrastructure worked to support our instructional technology goals. It also helped to identify some areas for improvement.
Through this process, I learned about how our district supports technology from the standpoint of hardware and networking. I also learned that there are many different components that affect the success of a technology program. If I did the SWOT analysis again, I would do it over a longer period of time and add more goals based on feedback from teachers. Although I was able to solicit some feedback from teachers, it wasn’t as central to the process as it needed to be to ensure that their voices were heard.
The implementation of some of the recommendations in this plan began in the Spring of 2016. As a school leadership team, we made a decision to purchase Chromebooks and decided on an equitable allotment for the 2016-2017 school year. We also made preliminary plans on a re-allotment of current school technology and renewed our efforts to encourage students to bring devices to school to help free up school-owned devices for those who didn't have access at home. I helped in these efforts by creating images, news items, and slides for our school website, encouraging teachers through technology staff development, and speaking at a faculty meeting. I believe that this effort also helped our school leadership team realize that their modeling of effective technology use and advocacy for equitable access can play a major role in our success of realizing our technology vision at Harbins. We can assess the impact of this program through surveys, as well as through local and state test results.
I initiated all of the meetings for this assignment, and sought feedback from several other people in our building (teachers, students, and parents who volunteer) to solicit input on ways that we could improve several areas of this plan, including resource allocation and local school technology support. Their ideas contributed to a positive discussion on what we are already doing well and how we could move forward with changes to support student learning. This process was enlightening for all participants and helped inform the building principal on many of our infrastructure and service processes that she wasn't fully aware of.
This artifact demonstrates my development of a shared vision through the involvement of many different stakeholders, such as the technology support department and the principal. The conversations we had throughout this process helped to clarify how technology infrastructure worked to support our instructional technology goals. It also helped to identify some areas for improvement.
Through this process, I learned about how our district supports technology from the standpoint of hardware and networking. I also learned that there are many different components that affect the success of a technology program. If I did the SWOT analysis again, I would do it over a longer period of time and add more goals based on feedback from teachers. Although I was able to solicit some feedback from teachers, it wasn’t as central to the process as it needed to be to ensure that their voices were heard.
The implementation of some of the recommendations in this plan began in the Spring of 2016. As a school leadership team, we made a decision to purchase Chromebooks and decided on an equitable allotment for the 2016-2017 school year. We also made preliminary plans on a re-allotment of current school technology and renewed our efforts to encourage students to bring devices to school to help free up school-owned devices for those who didn't have access at home. I helped in these efforts by creating images, news items, and slides for our school website, encouraging teachers through technology staff development, and speaking at a faculty meeting. I believe that this effort also helped our school leadership team realize that their modeling of effective technology use and advocacy for equitable access can play a major role in our success of realizing our technology vision at Harbins. We can assess the impact of this program through surveys, as well as through local and state test results.