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: ITEC 7410 Shared Vision
The artifact I am using to facilitate the development and implementation of a shared vision for the use of technology in teaching, learning and leadership is the shared vision paper I created in ITEC 7410. The purpose of this artifact is to improve mathematical instruction with the technology tool, Khan Academy based on fourth-grade math assessment data. My contribution was the survey for teachers, support staff and administrators to determine comfort levels with various technology resources.
This artifact supports the facilitation and implementation of Khan Academy to support math instruction. Khan Academy was determined as the instructional tool we would use to support students achievement in mathematics, as stated in the School Growth Plan (SGP). The development of this vision was established when the fourth grade team met to discuss math assessment data. There was a need to discuss strategies to improve math scores. The facilitation of technology use in the area of mathematics demonstrates instructional decisions to support individual, goal-oriented, supports and extensions for students using a blended model of direct mathematical instruction and individualized support by implementing Khan Academy. As a grade level, we felt this would encourage mathematical understanding and engagement using this technology tool. The first step was to decide when and how teachers would use Khan Academy in their math instructional practices. Next, teachers, parents and support staff had to inform how to use the technology through workshops and training sessions. This training would be ongoing to ensure teachers were successful with this technology vision for mathematical practices. Student assessment data supports individual decisions for implementation and facilitation of Khan Academy as a technology tool.
After completing this artifact, a comprehensive outlook on the steps needed to facilitate a new initiative is clearly established. Deciding on the tool required feedback from various stakeholders and buy in from your staff. This requires time and a commitment to the vision. Making changes is not a quick and easy solution. Implementing and facilitating a shared vision means there is a specific vision, key stakeholders are involved and the development of a collaborative goal as the end result. Identifying a need and developing a vision that makes sense, takes time and consideration on many levels. Facilitation and implementation occur when the result or goal is established.
The work that went into creating the artifact influences school improvement and faculty development because teachers, support staff and administrators had to understand the vision of the SGP. Conversations and surveys enables key stakeholders to come together and support one another in determining the mission to improve math assessment data. This can be a challenging conversation. Deciding on a strategy to support learners in this scenario took time from the members involved. Since staff favored this specific tool, this meant more teachers could help develop and facilitate the implementation of this new vision to increase mathematical extension and support at students individual levels. The facilitation and implementation of this technology tool reflects student needs and teacher feedback to support a shared vision for technology integration for mathematical practices.
This artifact supports the facilitation and implementation of Khan Academy to support math instruction. Khan Academy was determined as the instructional tool we would use to support students achievement in mathematics, as stated in the School Growth Plan (SGP). The development of this vision was established when the fourth grade team met to discuss math assessment data. There was a need to discuss strategies to improve math scores. The facilitation of technology use in the area of mathematics demonstrates instructional decisions to support individual, goal-oriented, supports and extensions for students using a blended model of direct mathematical instruction and individualized support by implementing Khan Academy. As a grade level, we felt this would encourage mathematical understanding and engagement using this technology tool. The first step was to decide when and how teachers would use Khan Academy in their math instructional practices. Next, teachers, parents and support staff had to inform how to use the technology through workshops and training sessions. This training would be ongoing to ensure teachers were successful with this technology vision for mathematical practices. Student assessment data supports individual decisions for implementation and facilitation of Khan Academy as a technology tool.
After completing this artifact, a comprehensive outlook on the steps needed to facilitate a new initiative is clearly established. Deciding on the tool required feedback from various stakeholders and buy in from your staff. This requires time and a commitment to the vision. Making changes is not a quick and easy solution. Implementing and facilitating a shared vision means there is a specific vision, key stakeholders are involved and the development of a collaborative goal as the end result. Identifying a need and developing a vision that makes sense, takes time and consideration on many levels. Facilitation and implementation occur when the result or goal is established.
The work that went into creating the artifact influences school improvement and faculty development because teachers, support staff and administrators had to understand the vision of the SGP. Conversations and surveys enables key stakeholders to come together and support one another in determining the mission to improve math assessment data. This can be a challenging conversation. Deciding on a strategy to support learners in this scenario took time from the members involved. Since staff favored this specific tool, this meant more teachers could help develop and facilitate the implementation of this new vision to increase mathematical extension and support at students individual levels. The facilitation and implementation of this technology tool reflects student needs and teacher feedback to support a shared vision for technology integration for mathematical practices.