A vision and implementation plan for technology integration
Date
2019
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of Delaware
Abstract
The use of technology has become an integral part of daily life. In addition to personal use, many employers use technology in the workplace to communicate, increase productivity, and work collaboratively (Purcell & Rainie, 2014; Ertmer & Ottenbreit-Leftwich, 2010). This trend is important for teachers to note. As the need for skilled users of technology in the workplace rises, it is increasingly important for teachers to prepare students to use technology to collect and critically analyze information, communicate their ideas, and collaborate with others (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010). ☐ The Center Elementary School (CES) administration, with support from the district and Parent Teacher Association (PTA), has supplied teachers with various technologies such as laptops, SMARTboards, and iPads. As of the 2018-2019 school year, access to devices was not an obstacle; however, the vision for expected teacher and student technology use remained unclear. At CES, teacher and student usage of technology is inconsistent across grade levels and classrooms. As such, the goal of this Executive Leadership Portfolio (ELP) was to examine teacher, administrator, and PTA board member views on technology integration at CES for the purpose of developing a long-term vision for technology integration. Given the time it takes to design a relevant, solid long-term vision, this ELP focuses specifically on improvement strategies that could set CES on the path towards this goal. ☐ There are a number of artifacts in this work that reflect different aspects of technology integration at CES. I used a modified version of the School Technology Needs Assessment (STNA) (SERVE Center, 2007) to assess teacher opinions and understanding of their environment, professional development, and the impact of technology on teachers and students. Additionally, the survey gathered data on the frequency of teacher and student participation in various technology-related activities. The results indicated teachers wanted more professional learning related to technology integration. Administration echoed that need, sharing their interest to have more technology-experienced teachers provide professional learning for their colleagues in formal and informal settings. I created an infographic to present data from the teacher surveys, administrator interviews, and parent focus group. The infographic also illustrated the top four professional learning interests according to the STNA results. To help address the gap in professional learning, I designed four online course modules using the district’s learning management system, Schoology. These modules, framed by research-based practices, shared with users a planning structure for integrating technology in a meaningful way. The modules followed a design-based approach in which teachers not only learn about technology, but how it can be used in specific contexts (Lawless & Pellegrino, 2007). ☐ Creating a long-term vision for technology integration for CES is an administrative decision involving many stakeholders and lies beyond the scope of this ELP. Instead, the artifacts shared in this document are pieces of the puzzle in moving towards this critical goal. I recommend they be examined closely by all stakeholders so issues related to technology integration at CES can be studied.