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Mary Caroline Smith

Vision Paper
ITEC 7410
Schools Vision:
College and Career Readiness in students are measured beginning with students in
Kindergarten. Technology accessibility will help increase this readiness of students (ISTE, 2008).
Students should have access to a variety of technology throughout the school day. Teachers,
administrators, school support staff, parents, and community members are all integral parts in
helping student success rates continue to improve.
Administrators, Teachers, and School Districts Role:
Administrators must ensure that planned professional development programs are
designed to focus on combining technology usage to constructivist learning principles. When
administrators are conducting classroom observations, the administrators should utilize the
learning and technology indicators to evaluate and access the use of technology in the classroom
(Creighton, 2003).
In order for teachers to help ensure their instruction is effective, they must continue to use
a variety of technology that is embedded in their teaching practices. Teachers will be fluent in the
use of a variety of technology such as iPads, ActivBoard and corresponding products, and
multimedia presentations within the classroom. Teachers are expected to create a classroom
environment where every student can maintain success. Assistive technology is to be utilized
when appropriate. Teachers will follow the teacher roles for engaged learning: facilitator, guide,
co-learner and co-investigator (NCREL, 1995). It is important that teachers understand their
roles in helping create a technology rich environment so that students can maintain high levels of
success.
The school district will maintain a budget that allows the use of updated technology
within each school building. The district will continue to provide a technology support team that
is accessible to students and teachers during the school day.
Students Role:
Students will be given access to a variety of technology resources to use during the
school day. Students are expected to use digital tools to compile and present information
mastered from classroom experiences. Students also have roles for engaged learning (Jones et
al., 1995). Students can be explorers, cognitive apprentices, and producers of knowledge.
Parents Role:
Parents will contribute to their childs learning by keeping an open dialogue of
communication with teachers and school staff through email, phone calls, and social media.
Parents will use online tools to monitor student progress throughout the school year. Parents will
provide and promote the use of technology outside of the school building.

Community Members Role:

Community members will help create funding sources to maintain an updated technology
supply for the school system. Community members will promote fundraisers, make donations,
and provide any resources they are able to benefit the usage of up-to-date technology tools for
each school.
Conclusion:
Having an effective technology vision requires a group effort. Teachers, administrators,
school districts, students, parents, and community members must all be willing to complete their
roles in order for this vision to be successful. Including community members in this vision will
allow stakeholders outside of the school building to see the positive effect well maintained
technology can have on education today.

References
Creighton, T. (2003). The principal as technology leader. Thousand Oaks, CA: Corwin
Press.
Jones, B.F., Valdez, G., Nowakowski, J., & Rasmussen, C. (1995). Plugging in: Choosing and
using educational technology. Oak Brook, IL: North Central Regional Laboratory.
International Society for Technology in Education (2008). Technology and Student
Achievement The Indelible Link. Retrieved from
http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achi
evement.pdf