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)
Reflection
The Shared Vision and Rationale report is an artifact that gives in depth information on
the effective usage and access to technology at Ballard-Hudson Middle school. By
using the International Society for Technology Integration (ISTE) standards as a guide,
the Shared Vision and Rationale report expresses the direction in which the district and
school would like to go, ways to reach goals, and innovative intervention that will be
implemented. Surveys, interviews, and observations were tools that I used to gather
information and baseline data on the technology integration, usage, and effectiveness.
This analysis was conducted as an individual activity; however, the design of the plan,
finalization, and data collection was done using technology team.
Standard 1.1, Shared Vision has expectations that candidates facilitate the development
and implementation of a shared vision that will be used in the technology of teaching,
learning, and leadership. The artifact chosen illustrates my skills in gathering data and
creating a plan that creates a shared vision of the school that focuses on integration of
technology in teaching, learning, and leadership. By providing weekly training, on
research based effective technology implementation, level of implementation, and Web
2.0 tools that enhance performance and engage students, students will demonstrate
mastery in creative thinking, construct knowledge, and innovative products using
technology ( ISTE, 2007). The shared vision rationale report artifact is evidence that I
facilitated the development and implementation of a shared vision through the use of

schoolwide surveys and observations, data collections, and step by step written plan of
implementation of the shared vision for use of technology. I created a survey for
parents utilizing SurveyMonkey. Observations and interviews were conducted within the
school. Gathering all information from stakeholders displays my understanding in
facilitation and the development of a shared vision as it relates to use of technology.
Diversity considerations were identified during the development process as well.
Although home access to computers has long been regarded as important for
supporting students academic achievement, research suggests that home ownership of
computers alone does not level out inequalities in terms of technologys contribution to
student learning. For example, one study revealed that high-SES students with home
computers are much more likely to use them to complete school assignments than are
low-SES students with home computers (Becker, 2000), whereas another showed that
home computer access raises the academic achievement of high-SES students more
than it does for low-SES students (Attewell & Battle, 1999). The implementation
process occurred after all the data was collected and analyzed. Each stakeholder was
given a role in the process. The roles of administration, teachers, instructional coaches,
parents, and students were outlined further demonstrating my mastery in facilitation of
implementation on the usage of technology at Ballard-Hudson Middle school.
Conducting the research, collecting the date, monitoring the implementation was both
challenging and exuberating. I learned how to effectively gather meaningful information
from all stakeholders to create a shared vision or goal that the entire school focused on
to effectively integrate technology in learning, teaching, and leadership.

The shared vision and rationale artifact was well conducted, gathered many
resources, and created a focused plan; however, the process in creating the artifact had
some flaws that I would adjust. Throughout my time at Kennesaw, most of the literature
states the importance of a connection and close relationship with administration. If I had
the opportunity to create the artifact over, I would focus a lot more of my energy,
conferences, and communication with the school principal. I realized through data
collected, surveys, informal observations that the school administration is unaware of
the technology advances and their benefits on the school growth and development. I
would share the surveys and observations more with the principal and include the
principal in data collection, interpretations, and analysis.
The shared vision allowed school leadership and data analysis teams to get a
clear understanding of feelings, skills, and dispositions of faculty and staff as it relates to
integration of technology. The faculty were greatly impacted in that they were able to
see how technology connects with school improvement and student learning. The
shared vision plan also put in perspective that the district plan and school plan does not
connect. I also feel the artifact impacted student learning in that teachers were able to
see how ineffective of currently strategies and ways to improve to greatly impact student
performance.
I f eel the artifact and the shared vision was a very powerful tool and assessment
of the school. I know that the shared vision has changed the direction of the school
integration of technology in the positive direction. Ballard- Hudson Middle school has
changed policies and required more professional development so that we can be more
aligned with the districts technology plan and goals.

References
Attewell, P., & Battle, J. (1999). Home computers and school performance. Information
Society, 15(1), 1-10
Becker, H. J. (2000). Whos wired and whos not? Future of Children, 10(2), 44-

75

ISTE. (2007) International Society for Technology in Education (ISTE), Retrieved From

http://www.iste.org/standards/tools-resources/essential-conditions