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Glasco, rhonda developing and nurturing a common vision for technology integration in education

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William Kritsonis

This article discusses the importance of developing a common vision and plan for integrating technology into education. It emphasizes engaging all stakeholders to understand needs and gather data to inform the plan. Key elements of an effective plan include: creating a shared technology vision focused on end users, professional development for teachers, and ensuring technology supports the curriculum and encourages innovation. The goal is to establish a culture where technology enhances teaching and learning.

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NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL VOLUME 21, NUMBER 3, 2008 1 Developing and Nurturing a Common Vision for Technology Integration in Education Rhonda L. Glasco Graduate Student in Educational Leadership The Whitlowe R. Green College of Education Prairie View A&M University A Member of the Texas A&M University System Prairie View, Texas Klein Independent School District David E. Herrington, PhD Associate Professor of Educational Leadership Director of the Principal’s Academy The Whitlowe R. Green College of Education Prairie View A&M University A Member of the Texas A&M University System Prairie View, Texas William Allan Kritsonis, PhD Professor and Faculty Mentor PhD Program in Educational Leadership The Whitlowe R. Green College of Education Prairie View A&M University Member of the Texas A&M University System Prairie View, Texas Visiting Lecturer (2005) Oxford Round Table University of Oxford, Oxford, England Distinguished Alumnus (2004) Central Washington University College of Education and Professional Studies Ellensburg, Washington ________________________________________________________________________ ABSTRACT This article focuses on the need for provide a framework for team approaches to technology planning in the schools. During the early days of technology implementation in the schools many technology plans were the work of a couple of extremely energetic teachers. The key to having a successful integrated technology program is in developing a school or district instructional plan that involves the entire learning community.
NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL 2_____________________________________________________________________________________ Introduction The Office of Technology Assessment (U.S. Department of Education, 2000a) estimated in 2000 that the number of computers in K-12 would exceed 5.8 million. Although there are large numbers of computers located in classrooms (Butzin, 2001), computer-based technologies are not being fully utilized by the majority of teachers. Research suggests that: (1) few teachers use computer-based technologies regularly for instructional purposes; (2) when teachers do use computers, they are generally used for low-level tasks such as drills and word processing (Office of Technology Assessment, 1999). The most common reasons given for the low level of computer use in schools are limited access to equipment and lack of training. Purpose of the Article The purpose of this article is to address the need to engage in systematic planning for technology at the campus and school district level in order to better achieve technology integration into the teaching and learning process. Incorporating Computer Skills into Classroom Instruction Many teachers are familiar with computers and have some knowledge of how to use a variety of software. However, there are many more who do not know how to incorporate computer skills into classroom instruction (U.S. Department of Education, 2000a). Younger teachers who have grown up using computers and who were educated with them feel adequately prepared to incorporate technology into their curriculum, and they also feel less threatened by computers. Yet when systems are unreliable or the institutional vision and commitment are lacking, even more technologically focused educators may become discouraged. Successful Ways for Technology Integration All stakeholders must understand that in order to ensure technology dollars have an impact on students, staff, and the community, districts and schools must develop a thoughtful technology plan. The following suggestions are ways in a successful technology integration initiative can be successful.
DAVID E. HERRINGTON AND WILLIAM ALAN KRITSONIS _____________________________________________________________________________________3 1. Create A Vision -- Vision is the first step for technology planning. The district or school must have a picture of what a technology program will look like. The vision’s is one that must begin with the end-users of the technology rather than in a central office or policy making entity. 2. Involve All Stakeholders -- Make sure all stakeholders are able to express their hopes and concerns with the direction the school is taking. Not to do so will doom any plan to paper-plan-only status that will be promptly forgotten. The plan must reflect a true process that addresses immediate needs that reflect the learning community’s interests. 3. Gather Data – Formal and informal data gathering should be skillfully conducted to determine such issues as hardware and software needed, training needed, infrastructure needed to fulfill the vision. Conduct an inventory to determine what equipment and software you presently have and where it is located noting the degree of obsolescence, state of repair and its placement for optimal use. 4. Review the Research – Review current research and interview leading experts regarding the state of the art in classroom integration of technology. An informed view can go a long way toward influencing the vision of stakeholders and decision-makers before technology purchasing decisions are made. 5. Integrate Technology Into The Curriculum – During the initial commitment phase, the campus administrative staff must ensure that sufficient computer technology is available in each classroom, that it remains functional and in good repair, and that there is sufficient reliable technical support to ensure a smooth launching of the technology integration initiative. Incentives and encouragement for teachers must supplant any coercive or punitive measures previously in place to force teacher compliance. Not to do so would be suicidal for any initiative. Constant monitoring and feedback to teachers is essential during the implementation phase. 6. Professional Development is Critical – The plan must address the goals for profession. Providing appropriate training is the key to effective use of technology. The plan should also address the technology proficiencies that teachers will be expected to demonstrate. Concluding Remarks In conclusion, the key to a successful technology program is planning. Schools and districts must procure and dedicate funds that will encourage teachers to take risks in applying technology and support their efforts before and after each new venture. The key
NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL 4_____________________________________________________________________________________ is to create the vision and then to make the vision a reality. The effort has been successful if a culture of greater risk taking and innovation in the name of more effective teaching and learning emerges. References Butzin, Sarah M. (2001). Using instructional technology in transformed learning environments: An evaluation of Project CHILD. Journal of Research on Technology in Education, 33 (4), 367-73. National Council for Accreditation of Teacher Education (2002). Technology and the new professional teacher. Preparing for the 21ST century classroom. Washington, DC: Author. U.S. Congress, Office of Technology Assessment (1999). Teachers & technology: Making the connection. Washington, DC: U.S. Government Printing Office. U.S. Department of Education, Web-Based Education Commission (2000). The power of the Internet for learning: Moving from promise to practice. Washington, DC: Author. Formatted by Dr. Mary Alice Kritsonis, National Research and Manuscript Preparation Editor, National FORUM Journals, Houston, Texas. www.nationalforum.com

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Glasco, rhonda developing and nurturing a common vision for technology integration in education

  • 1. NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL VOLUME 21, NUMBER 3, 2008 1 Developing and Nurturing a Common Vision for Technology Integration in Education Rhonda L. Glasco Graduate Student in Educational Leadership The Whitlowe R. Green College of Education Prairie View A&M University A Member of the Texas A&M University System Prairie View, Texas Klein Independent School District David E. Herrington, PhD Associate Professor of Educational Leadership Director of the Principal’s Academy The Whitlowe R. Green College of Education Prairie View A&M University A Member of the Texas A&M University System Prairie View, Texas William Allan Kritsonis, PhD Professor and Faculty Mentor PhD Program in Educational Leadership The Whitlowe R. Green College of Education Prairie View A&M University Member of the Texas A&M University System Prairie View, Texas Visiting Lecturer (2005) Oxford Round Table University of Oxford, Oxford, England Distinguished Alumnus (2004) Central Washington University College of Education and Professional Studies Ellensburg, Washington ________________________________________________________________________ ABSTRACT This article focuses on the need for provide a framework for team approaches to technology planning in the schools. During the early days of technology implementation in the schools many technology plans were the work of a couple of extremely energetic teachers. The key to having a successful integrated technology program is in developing a school or district instructional plan that involves the entire learning community.
  • 2. NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL 2_____________________________________________________________________________________ Introduction The Office of Technology Assessment (U.S. Department of Education, 2000a) estimated in 2000 that the number of computers in K-12 would exceed 5.8 million. Although there are large numbers of computers located in classrooms (Butzin, 2001), computer-based technologies are not being fully utilized by the majority of teachers. Research suggests that: (1) few teachers use computer-based technologies regularly for instructional purposes; (2) when teachers do use computers, they are generally used for low-level tasks such as drills and word processing (Office of Technology Assessment, 1999). The most common reasons given for the low level of computer use in schools are limited access to equipment and lack of training. Purpose of the Article The purpose of this article is to address the need to engage in systematic planning for technology at the campus and school district level in order to better achieve technology integration into the teaching and learning process. Incorporating Computer Skills into Classroom Instruction Many teachers are familiar with computers and have some knowledge of how to use a variety of software. However, there are many more who do not know how to incorporate computer skills into classroom instruction (U.S. Department of Education, 2000a). Younger teachers who have grown up using computers and who were educated with them feel adequately prepared to incorporate technology into their curriculum, and they also feel less threatened by computers. Yet when systems are unreliable or the institutional vision and commitment are lacking, even more technologically focused educators may become discouraged. Successful Ways for Technology Integration All stakeholders must understand that in order to ensure technology dollars have an impact on students, staff, and the community, districts and schools must develop a thoughtful technology plan. The following suggestions are ways in a successful technology integration initiative can be successful.
  • 3. DAVID E. HERRINGTON AND WILLIAM ALAN KRITSONIS _____________________________________________________________________________________3 1. Create A Vision -- Vision is the first step for technology planning. The district or school must have a picture of what a technology program will look like. The vision’s is one that must begin with the end-users of the technology rather than in a central office or policy making entity. 2. Involve All Stakeholders -- Make sure all stakeholders are able to express their hopes and concerns with the direction the school is taking. Not to do so will doom any plan to paper-plan-only status that will be promptly forgotten. The plan must reflect a true process that addresses immediate needs that reflect the learning community’s interests. 3. Gather Data – Formal and informal data gathering should be skillfully conducted to determine such issues as hardware and software needed, training needed, infrastructure needed to fulfill the vision. Conduct an inventory to determine what equipment and software you presently have and where it is located noting the degree of obsolescence, state of repair and its placement for optimal use. 4. Review the Research – Review current research and interview leading experts regarding the state of the art in classroom integration of technology. An informed view can go a long way toward influencing the vision of stakeholders and decision-makers before technology purchasing decisions are made. 5. Integrate Technology Into The Curriculum – During the initial commitment phase, the campus administrative staff must ensure that sufficient computer technology is available in each classroom, that it remains functional and in good repair, and that there is sufficient reliable technical support to ensure a smooth launching of the technology integration initiative. Incentives and encouragement for teachers must supplant any coercive or punitive measures previously in place to force teacher compliance. Not to do so would be suicidal for any initiative. Constant monitoring and feedback to teachers is essential during the implementation phase. 6. Professional Development is Critical – The plan must address the goals for profession. Providing appropriate training is the key to effective use of technology. The plan should also address the technology proficiencies that teachers will be expected to demonstrate. Concluding Remarks In conclusion, the key to a successful technology program is planning. Schools and districts must procure and dedicate funds that will encourage teachers to take risks in applying technology and support their efforts before and after each new venture. The key
  • 4. NATIONAL FORUM OF APPLIED EDUCATIONAL RESEARCH JOURNAL 4_____________________________________________________________________________________ is to create the vision and then to make the vision a reality. The effort has been successful if a culture of greater risk taking and innovation in the name of more effective teaching and learning emerges. References Butzin, Sarah M. (2001). Using instructional technology in transformed learning environments: An evaluation of Project CHILD. Journal of Research on Technology in Education, 33 (4), 367-73. National Council for Accreditation of Teacher Education (2002). Technology and the new professional teacher. Preparing for the 21ST century classroom. Washington, DC: Author. U.S. Congress, Office of Technology Assessment (1999). Teachers & technology: Making the connection. Washington, DC: U.S. Government Printing Office. U.S. Department of Education, Web-Based Education Commission (2000). The power of the Internet for learning: Moving from promise to practice. Washington, DC: Author. Formatted by Dr. Mary Alice Kritsonis, National Research and Manuscript Preparation Editor, National FORUM Journals, Houston, Texas. www.nationalforum.com