technology to enhance the learning process. It is noteworthy that the school has been recognized by the district as a worthy of, and for, a 1:1 iPad implementation which would be funded by the district, and was subsequently selected to participate in a 1:1 The Deputy Superintendent has further indicated that this will go well beyond the trial stage to become school-wide and permanent. The iPad training has been effective in preparation for this. There exists a group of technology leaders and teachers who are actively engaged to support technology integration and use research-based, best practices in their instruction. Despite this progress, there is much left to do to achieve broad-scale adoption of a research-based vision for technology use that is likely to lead to improved student achievement. Survey results show that the current vision is not known or understood, nor is it consistently implemented with any concrete direction among those who are aware of it. Technology is happening, but analogous to a quilt with beautiful, individual designs within it, but that have no pattern or common theme – or a patch here, and a patch there, but no consistency. It seems as though we have the “cart before the horse”, and need to begin again with basic and “appropriate” technology leadership (Creighton, 2003, p.21). A new technology vision should be collaboratively established. Strong consideration must be given to incorporate or show how this technology vision supports research-based strategies that will prepare our students to be independent, digital-age learners, and problem solvers for tomorrow’s workforce. Once established, the vision must be effectively communicated on an ongoing basis and referred to as progress toward it is also shared. There must be measurable objectives and tasks to support the vision and their accomplishment must be monitored routinely to sustain it. Data Sources: Essential Conditions Survey Results; teacher observation and feedback. 3 ESSENTIAL CONDITION THREE: Planning for Technology ISTE Definition: A systematic plan aligned with a shared vision for school effectiveness and student learning through the infusion of ICT and digital learning resources. Guiding Questions:
Data Sources: Essential Conditions Survey Results, teacher observation & feedback. 8 ESSENTIAL CONDITION EIGHT: Curriculum Framework ISTE Definition: Content standards and related digital curriculum resources Guiding Questions: To what extent are educators, students, and parents aware of student technology standards? (QCCs/NET-S) Are technology standards aligned to content standards to help teachers integrate technology skills into day-to-day instruction and not technology as a separate subject? To what extent are there digital curriculum resources available to teachers so that they can integrate technology into the GPS/QCCs as appropriate? How is student technology literacy assessed? Strengths Weaknesses Opportunities Threats Teachers are very knowledgeable of content standards, the GPS & Common Core (CC), and use the standards to drive instruction and assessment. GPS/ CC standards are posted for students, and they are shared with parents in course syllabi and online. Instruction is aligned to content standards. Technology is used in the classroom by most teachers, used to support instruction and engage students. Many digital curriculum resources are linked from the school’s website and from teachers’ websites for quick access. Technology standards (ISTE) are considered separate from GPS & CC standards and “take a back seat” in terms of priority. When asked if are our content standards and digital curriculum resources aligned with and support digital learning and work, 44% said yes, and the rest responded maybe or unsure. (EC Survey) Technology standards are often viewed as an “add on, nice to have” yet not critical to the success of lessons. Parents and students do not know technology standards. Technology standards are not well known by teachers, certainly in Align technology standards to content standards with support from district staff. Technology coach or other technology leaders provide support to teachers to fully integrate technology skills into day-to-day instruction in a way that supports best practice. Publicize technology standards for parents and students. Publish them in teacher websites along with content standards. Reference them in lesson plans and in instruction as we do content standards. Greater sharing of digital curriculum resources teachers and collaboration on how to use those resources. Lack of teacher/ district time and resources to properly align technology and content standards. Content standards are tested in the CRCT and teachers are accountable to make yearly progress, whereas technology standards are not. This may result in resistance to fully integrating technology.