VISION PAPER

Vision Paper
Sonya Breaux

Woodstock High School has a technology vision focused on the STEM

program. WHS looks to integrate into the different subjects the use of appropriate

VISION PAPER

technology for the students and teachers. Last year teachers started to work more
with technology coaches. The motto is raising the bar, and implementing the use of
technology as a learning system to flip classes and also go with traditional methods.
In spite of the fact that we often are still based on the oldest learning theory of all,
[}, one-on-one tutorial, with monitor substitutes for teacher as the tutor
(Creighton 2003, p. 47). Several teachers in my school are mistaking the real
concept of use of technology in the classroom. They believe that effective
technology integration is correlated with how much hardware and software is
available in the classroom (Creighton 2003, pg. 68).
The technology we select needs to embrace students of different SES,
students with disabilities and students who are profoundly gifted. The learning
objectives should be shared with all the staff in the school. We can use the email or
newsletters for all the stakeholders to keep the stakeholders in the loop. Teachers
need to have the opportunity to grow professionally and enhance the instruction in
the classroom. Teachers will need to re-assess applications and programs that
actually help students to face 21st century challenges and facilitate them to be the
savvy students of the future. Teachers should help students to build themselves a
foundation of learning while letting them find their own strengths. Many teachers
indicated that they can now use the computer in a more autonomous way so they
can help students to classify, analyze, predict, and create through technology
(Creighton 2003, p. 50).
Our test scores have been increasing. A new proposal to the technology
department and the administration needs to take place in order to keep up the good
results. The students will begin to thrive as we begin to use technology to increase

VISION PAPER

the levels of engaged learning while incorporating meaningful and authentic

learning and teaching. ISTE NETS for Students Essential Conditions cites shared
vision as Proactive leadership in developing a shared vision for educational
technology. This needs to be a pact between all stakeholders involved in the
successful learning of students. Teachers, parents, support staff, community
members, and administrators need to work together as a unified front to help
students thrive. This means that there needs to be a vested interest of all parties
and a commitment to help our students be successful engaged learners. This vision
is in line with the Douglas County Technology Plan that states that all stakeholders
must be included in the support of student learning. Teacher-centered instruction
often fails to address individual learner needs (Hirumi, 2002). When meaningful
and authentic teaching is integrated with technology, and at the same time is
facilitated and modeled, the students will begin to have more independence in their
learning and grasp on what they learn. As students engage in more and more
authentic learning over the next few years, and as the technology implementation
becomes familiar, our students will begin to excel and teachers will have a better
understanding of effective technology instruction. Thanks to the mini-grant proposal
it seems to be possible to have a computer per student in my school. The use of
higher-order thinking skills while using technology and in the classroom in general is
critical. Student-centered approaches to teaching and learning stress the
importance of students' past experiences, exploring individual needs and interests,
promoting active participation, stimulating higher-order thinking, and encouraging
life-long learning (as cited by Hirumi 2002, pg. 498). Using the smartboard more to
have interactive activities will hopefully become part of the daily routine in all the

VISION PAPER

classes that require the students to engage in authentic learning. Computers will be
the tools used for students to become investigators that go on WebQuests and
communicate with other students and classrooms all over the country and world to
help solve real world problems.
The uses of technology for meaningful and authentic learning are endless.
With the right training, tools, and feasible implementation plan, this vision can begin
to become reality. In the coming months, I hope to have communication set up from
school to home to the community through interactive websites and newsletters. It is
important that all of the stakeholders are aware of the changes along the way.
Technology parent information meetings will be held for parents and community
members either during the welcome night or during the school year. In these
meetings we can share and train stakeholders to participate actively and learn
about different technology tools and resources we are using in the school. Constant
communication between the school administration and school technology leaders
will be required to work with the personalized plan for our school about technology.
The meetings will also serve as a reunion to share the vision of the district and
check if it is matches with the county vision and ISTE standards. Teachers in my
school will be required to be trained on different hardware/software programs, as
well as tools and apps available to enhance the lessons. This will be observed using
the TKEYS observation tool. Teachers in their department meetings can also meet
and share best practices. Teachers and students should be accountable for effective
technology use.

VISION PAPER

References
Creighton, T. (2003). The Principal as Technology Leader. Thousand Oaks, CA:
Corwin.
International Society for Technology in Education. (2008). Essential Conditions:
Necessary Conditions to Effectively Leverage Technology for Learning. Retrieved
from

http://www.iste.org/standards/nets-for-students/nets-for-

studentsessentialconditions.aspx.
International Society for Technology in Education http://www.iste.org Roblyer, M.D.
& Doering, A. (2010).
Integrating Technology into Teaching, (Sixth Edition). Upper Saddle River, NJ:
Prentice Hall Jones, B., Valdez, G., Nowakowski, J., & Rasmussen, C. (1994).
Designing Learning and Technology for Educational Reform. Oak Brook, IL: North
Central Regional Educational Laboratory.
Hirumi, A. (2002). Student-Centered, Technology-Rich Learning Environments
(SCenTRLE): Operationalizing Meaningful and authentic Approaches to Teaching and
Learning. Journal of Technology and Teacher Education, 10(4), 497-537. Norfolk, VA:
SITE. Retrieved December 3, 2013 from http://www.thefreelibrary.com/Studentcentered%2c+technology--

rich+learning+environments+(SCenTRLE)%3a...-

a096416239
Woodstock High School SIP (2014-2015)