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)
(PSC 1.1/ISTE 1a)
Artifact: shared_vision_rationale-jessica_reed__1_.pdf
Reflection: The artifact chosen for this standard was the Dade Middle School Shared Vision Rationale I created during ITEC 7410. The context in which it was created in was after collaborating with my principal and academic coach in preparation for an accreditation visit from SACS and causing a reflection on practices because of the recent implementation of 1:1 Chromebooks in the classroom. My individual contribution for this rationale was interviewing and interpreting data from other teachers in the school to receive a consensus on their thoughts and ideas to interpret the current climate in the school.
The standard requires the teacher to help facilitate the development and implementation of a shared vision for the use of technology in teaching, learning, and leadership. The artifact that has been presented demonstrates the mastery of this standard by the description of the current educational climate in the school in regards to the current use of technology in the classroom, along with the new expectations for the Learning Focuses Planning application. The development of the rationale included interviews and discussions with the principal and academic coach to understand and review previous and current expectations of the technology. Dade went from having not a lot of technology besides having a few computer carts and two computer labs to having 1:1 Chromebooks in all academic classes. For some teachers,this was a great opportunity to improve practices but for others required training and exact implementation of responsibilities which was understood during the process of creating the rationale.
The development process also included identifying all of the stakeholders in the school system, which was a surprising amount of people in my opinion. Through the process, the facilitation of the stakeholders and how they can make a program applicable in the classroom/schools is astonishing to me because of the small district and how they can help make decisions to impact so many students. The implication of training of Google Classroom (due to the desire of the central office) can provide the students in more engaging activities (Iftakhar, 2016). This created an opportunity for myself to present on Google Classroom and how to use apps and extensions in the classroom. This shares how I have helped with the facilitation of the technology vision, especially in my school setting.
There are several different things that I have learned by completing this particular artifact. BEing able to really understand and complete an analysis of the diversity in my school was very eye-opening to make me realize how the school system can work based on the students’ lack of diversity. Another interesting fact I learned was how the process of creating an idea based on an interview can either be accepted or rejected by the stakeholders in the school system. It was interesting to see how the school system needs to be focuses on technology and the process of how they are working towards that goal by completing and creating a plan for technology.
As a student, I am always willing to know how to change and create my information for the better, and this artifact could definitely use some improvement, especially in the dynamics of how it was written. The use of the articles could be improved in the basis for understanding of the development of research-based strategies. This may have made my thesis much more noticeable and understand in the paper, rather then being so explicit.
The work that went into creating the artifact did impact faculty development because it leads to creating the “Googly Girls” and presenting at a staff training day to share how to use some of the Google files to create meaningful lessons/activities. This also opened my eyes to realize how the school system is a business model and things have to go through a process to be able to have involvement from all stakeholders. The impact of this shared vision rationale can be assessed through teachers work/use of Google and Chromebooks in the classroom. One major indicator will be the identification of how students; scored on the Milestones and if the technology use has made an improvement or not in the scores.
Iftakhar, S. (2016). Google Classroom: What Works and How? Journal of Education and Social Sciences, 3, 12-19. Retrieved July 2, 2018, from http://jesoc.com/wp-
content/uploads/2016/03/KC3_35.pdf
The standard requires the teacher to help facilitate the development and implementation of a shared vision for the use of technology in teaching, learning, and leadership. The artifact that has been presented demonstrates the mastery of this standard by the description of the current educational climate in the school in regards to the current use of technology in the classroom, along with the new expectations for the Learning Focuses Planning application. The development of the rationale included interviews and discussions with the principal and academic coach to understand and review previous and current expectations of the technology. Dade went from having not a lot of technology besides having a few computer carts and two computer labs to having 1:1 Chromebooks in all academic classes. For some teachers,this was a great opportunity to improve practices but for others required training and exact implementation of responsibilities which was understood during the process of creating the rationale.
The development process also included identifying all of the stakeholders in the school system, which was a surprising amount of people in my opinion. Through the process, the facilitation of the stakeholders and how they can make a program applicable in the classroom/schools is astonishing to me because of the small district and how they can help make decisions to impact so many students. The implication of training of Google Classroom (due to the desire of the central office) can provide the students in more engaging activities (Iftakhar, 2016). This created an opportunity for myself to present on Google Classroom and how to use apps and extensions in the classroom. This shares how I have helped with the facilitation of the technology vision, especially in my school setting.
There are several different things that I have learned by completing this particular artifact. BEing able to really understand and complete an analysis of the diversity in my school was very eye-opening to make me realize how the school system can work based on the students’ lack of diversity. Another interesting fact I learned was how the process of creating an idea based on an interview can either be accepted or rejected by the stakeholders in the school system. It was interesting to see how the school system needs to be focuses on technology and the process of how they are working towards that goal by completing and creating a plan for technology.
As a student, I am always willing to know how to change and create my information for the better, and this artifact could definitely use some improvement, especially in the dynamics of how it was written. The use of the articles could be improved in the basis for understanding of the development of research-based strategies. This may have made my thesis much more noticeable and understand in the paper, rather then being so explicit.
The work that went into creating the artifact did impact faculty development because it leads to creating the “Googly Girls” and presenting at a staff training day to share how to use some of the Google files to create meaningful lessons/activities. This also opened my eyes to realize how the school system is a business model and things have to go through a process to be able to have involvement from all stakeholders. The impact of this shared vision rationale can be assessed through teachers work/use of Google and Chromebooks in the classroom. One major indicator will be the identification of how students; scored on the Milestones and if the technology use has made an improvement or not in the scores.
Iftakhar, S. (2016). Google Classroom: What Works and How? Journal of Education and Social Sciences, 3, 12-19. Retrieved July 2, 2018, from http://jesoc.com/wp-
content/uploads/2016/03/KC3_35.pdf