Running Head: GHS SHARED VISION FOR TECHNOLOGY INTEGRATION 1

Gainesville High School Shared Vision for Technology Integration

Brandy Stapleton

Kennesaw State University

July 2021

Dr. Erin Davis

Spring 2020
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Vision Statement

The first step to improving student learning through the use of technology is to create a

shared vision. According to the International Society for Technology in Education (ISTE )

essential conditions (2020 ), a shared vision should be developed through collaboration with

stakeholders to incorporate the values of educators, support staff, students and families, and the

community. A shared vision statement should provide a clear direction for learning and common

language to ensure the school is progressing towards achieving that goal (Calutta, 2019). At

Gainesville High School (GHS), there is exists an opportunity for identifying and recording our

stakeholders’ vision for technology integration and use. The mission of Gainesville High School

incorporates the ideals of life-long learning, citizenship, and responsibility, while promoting

rigorous, challenging learning opportunities in collaborative, nurturing environments (GHS

Mission & Vision, 2020). GHS’s technology plan is currently in a draft stage and is being

developed by our technology team with input from stakeholders. In concurrence with our

technology teams’ progress, and guided by our district strategic plan, a shared vision statement

would further guide technology integration for our school over the next 3-5 years. The following

was written as a collaborative effort with the technology integration specialist and a small group

of stakeholders as a proposed shared vision statement for GHS:

At Gainesville High School, we will prepare our students to think objectively, act

compassionately, work meaningfully, judge wisely, and live joyfully. We will provide all

students with equitable access to the knowledge and skills necessary to be prepared for

career and postsecondary opportunities as citizens of a 21st century global society.

Purposeful technology integration will promote student-centered learning opportunities

and innovative assessments that empower students and teachers in the learning process.
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Key elements of technology integration that stakeholders want to see in action include student-

centered learning and technology integration in assessments and activities. Students should be

empowered to make decisions about their learning, supported in their learning endeavors, and

guided by teachers as facilitators. Teachers should incorporate technology as a means of

engagement for activities, to provide quality practices and assessments, and to collect data that

guides instruction. As technology is incorporated into educational activities, students will

become more familiar with programs and online resources. All educators, students, and

supporting stakeholders will promote safe and ethical digital learning environments for students

to communicate, collaborate, think critically, and creatively solve problems.

Rationale

At Gainesville High School, we believe that education should be flexible and responsive

to the changing needs of students, the community, and society (GHS Mission & Vision, 2020).

Technology should be used as a tool to support learning and to create experiences that students

find meaningful and relevant (Sheninger, 2019). Technology, when used appropriately, has the

power to engage students, promote their creativity, and provide opportunities for assessments.

Successful technology integration in learning requires relevant professional development,

incorporates student-centered learning and constructivist approaches, and makes use of data from

assessments to guide instruction. Integrating technology into instructional activities helps

students build 21st century skills. We want our students to graduate from high school with the

skills and abilities desired to enter the workforce or continue their education (Moeller & Reitzes,

2011). Currently, 55.9% of graduates are considered college and career ready (The Governor’s

Office of Student Achievement, n.d.).

Professional development is the epicenter of successful technology integration. Our staff

must be knowledgeable about their pedagogical approach, the technology resources and tools
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available to them and students, and the school goals and expectations relating to technology

integration. Continuous professional development and reflection is necessary to ensure support

and opportunities for teachers to learn and incorporate strategies into their classroom activities.

At GHS, teachers often request differentiated professional learning opportunities to meet

teachers at their current levels, especially concerning technology tools and resources. Teachers

also have requested content/practice focused, modeling of technology tools and resources, and

opportunities for feedback and reflection (Sheninger, 2019). Professional learning must be an

ongoing process to successfully support teachers in integrating technology.

Student-centered learning is defined as learning in which students are active participants in

their own learning, including what and how they learn, and how they are assessed or demonstrate

mastery, guided by each student’s individual needs and abilities (ISTE, 2020). Student-centered

learning is an integral component of our shared vision, and integrating technology can provide

opportunities for learning and assessment in new ways. As emphasized by Sheninger (2019),

digital tools can improve learning in a variety of ways, including increasing collaboration,

expanding time boundaries for collaboration and thoughtful response, and enabling learning from

current information and research. Digital tools can also provide opportunities for innovative

assessment and student ownership of learning (Sheninger, 2019). Game-like assessments

continue to evolve and offer a variety of self, group, and class assessment modes, while other

formative assessments can be employed to offer immediate feedback and opportunities for

differentiation. When students are aware of learning targets, are provided with choices for

learning and assessment, or even asked to provide artifacts to self-document their content

mastery, engagement an authenticity provide more value in the learning process (Sheninger,
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2019). Blended learning approaches can also support student-centered learning and technology

integration.

Other Constructivist ideals, such as discovery, inquiry, and collaboration are embedded at

the heart of the student-centered approach to pedagogy (Krahenbuhl, 2016). It is important for

teachers to provide students with constructivist activities, so that learning can be an active

process, while students work to create meaning and engage with knowledge. Focal

characteristics of constructivist learning include learners using prior knowledge and

understanding to construct their own meaning, with an emphasis on social interactions and

authentic learning tasks (Krahenbuhl, 2016). Krahebuhl (2016) further argues that guided

instruction has been more successful for student learning than constructivism approaches,

including discovery/inquiry and problem-based learning, and that teachers must be careful in

activity design so that students construct accurate understandings of material. Technology can

support the constructivist ideals because it can allow students to explore topics in a variety of

ways and at their own pace. Technology also provides efficient opportunity for communication

and collaboration.

Stakeholders’ Roles

There are varieties of educational stakeholders and each group has an important role in

implementing our shared vision. Gainesville City School District supports this vision through its

District Vision Plan, which was used as a reference during the vision’s development. Each

stakeholder’s role, as it related to the shared vision, is explained with examples and guidelines for

helping to achieve the vision.

School Administration
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The administrative team at GHS is made up of the principal, six assistant principals, and

an instructional technology specialist. The principal and assistant principals are responsible for

setting goals and expectations for teachers and students, supporting progress in achieving those

goals, and reminding stakeholders of the shared vision. Administrators must be advocates for the

change they desire to see. When necessary, they must fill the role of a technology coach or

mentor to assist teachers in their professional development. The administration must also ensure

funding for technological advancements as well as communicate needs and progress to other

stakeholders.

Teachers

Teachers fulfill one of the most important roles in integrating technology. It is the

teachers’ responsibility to ensure that technology implementation impacts student learning in

positive productive ways. They must embrace professional development opportunities, transfer

research-based practices and resources to their instruction, and design activities that are student-

centered while focusing on content mastery and innovative assessment. Teachers should

collaborate with peer teachers and administration to design lessons that will utilize technology in

effective ways. Teachers must embody constructivist ideals while guiding active, authentic

learning of content (Krahenbuhl, 2016). To ensure success, teachers must also be advocates for

change and provide input on policies and professional development. To say that the teachers

carry the weight of the shared vision is an understatement.

Students

Students are also essential to the success of the shared vision. Students must be active and

willing participants in the learning process. They should put forth their best effort to complete

learning assignments, embrace opportunities for technology integration, maintain integrity in their
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learning, assessment, and reflection. Students must become self-advocates for their learning and

communicate with peers and teachers throughout the process. Students must also abide by

policies regarding digital citizenship and technology use.

Parents and Community Members

Other stakeholder roles that are influential in the success of our shared vision include

those of the parents and community members. Parents are important because their support is

needed at home, from encouraging students to persevere in completing tasks or assignments to

ensuring access to technology resources for students while away from school. It is the parent and

family’s responsibility to do their best to help students access technology that may be needed

outside of school, which may include transportation to the library or a local hotspot to ensure

access. Family and community support is vital to the value of technology integration in the real

world. Sometimes students need to see that value or need beyond school walls.

Collaboration

This proposed shared vision for technology integration was developed in response to a

need for guidance in implementing technology at Gainesville High School. The district strategic

plan was reviewed, along with the schools current vision and mission statements and stakeholder

values and beliefs. The draft version of the technology plan was reviewed, with the assistance of

the instructional technology specialist and a small group of peer teachers and administrators who

discussed the current situation for technology integration, immediate and long-term needs and

goals, and learning desires. The vision statement was then drafted and reviewed to include the

desired aspects for success.

Low SES Learners

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According to US News and World Report, the total minority enrollment at Gainesville

High School is 83%, and 69% of students are economically disadvantaged (2019). Further data

shows that approximately 55% of GHS graduates attend postsecondary education and 30% enter

the workforce within the first year (The Governor’s Office of Student Achievement, n.d.). If we desire

to support our students of low socioeconomic state (low SES) then we should identify best practice

strategies for advocating for and providing access to digital tools and resources for them. Technology

has the greatest impact on the students who need it the most (Sheninger, 2019). This includes at-

risk learners of low socioeconomic status. Blended learning opportunities will support students

who need extended time to process, practice, and work with material. Instead of using technology

for remediation, teachers should purposefully select digital tools that support student interaction

and learning. Technology can also support students’ completion of college applications and

career interest inventories.

Gender Equity

Gender Equity is another concern for educators, as closing the digital divide becomes

increasingly important in offering our students equitable access to learning and future

opportunities. In the United States, there a continuous and growing opportunities for technology-

related work and educators are tasked with bridging the digital divide that persists between the

genders (Ring, 2008). There are a variety of research-based, best-practice strategies for

advocating for and ensuring equitable access to digital tools and resources for various gender

groups. Educators should identify successful women in technology-related careers that can serve

as role models to allow students to see the value in females in the workforce. Other strategies

include minimizing stereotypes that work against gender-equality and promoting service-oriented

projects and student-led clubs (Ring, 2008). Celebrating female success and achievements is also

important in helping to bridge the gender gap.

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References

2019-2024 GCSS Strategic Plan. (2019, May 15). Retrieved from http://www.gcssk12.net/assets/2019-

2024-gcss-strategic-plan---final-5.14.19.pdf

GHS Mission & Vision (2020). Retrieved from

http://gcssk12ghsweb.ss19.sharpschool.com/cms/One.aspx?

portalId=214755&pageId=24218418

Howard, P., O’Brien, C., Kay, B., & O’Rourke, K. (2019). Leading Educational Change in the

21st Century: Creating Living Schools through Shared Vision and Transformative

Governance. Sustainability, 11(15).

International Society for Technology in Education. (2020). Essential conditions.

https://www.iste.org/standards/essential-conditions

Krahenbuhl, K. S. (2016). Student-centered Education and Constructivism: Challenges,

Concerns, and Clarity for Teachers. Clearing House, 89(3), 97–105.

Sheninger, E. C. (2019). Digital leadership: changing paradigms for changing times. Thousand

Oaks, CA: Corwin.

Moeller, B. & Reitzes, T. (2011). Integrating technology with student-centered learning.

Education Development Center

Ring, S. (2008). Tech gURLs: Closing the Technological Gender Gap. Retrieved from

https://www.edutopia.org/computer-science-technology-gender-gap

The Governor’s Office of Student Achievement. (n.d.). Georgia School Grades Reports- Gainesville High

School. Retrieved from https://schoolgrades.georgia.gov/gainesville-high-school

U.S News and World Report. (2019). How Does Gainesville High School Rank Among America's Best

High Schools? Retrieved from https://www.usnews.com/education/best-high-

schools/georgia/districts/gainesville-city/gainesville-high-school-5925
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