14.1 Candidates will be able to create a technology vision for a school.
There were two big instances in the graduate program in which we addressed key concept 14.1. We created a technology vision for a school in ET 660 with the Project LXQ and in ET 680 with our own Technology Planning Paper. With Project LXQ we researched innovative schools and then taking what we learned about the schools’ vision and mission, we conceptualized an ideal school and then designed that school. In doing so, we created mission statement for that school. In ET 680 we needed to design a technology plan for our school/work site. In my case, since I was employed at the district level, my plan included a vision for how I was going to increase the technology capacity of our OSE staff. This included analyzing the current state of technology use and user comfort and then outline an action plan that I would use to help staff become more comfortable and knowledgeable about using technology in instruction. To make this vision a shared vision within OSE, it is important to look at a few of Ely’s conditions. While I know that Ely’s conditions weren’t specifically conceptualized for creating a shared technology vision for a school (or in this case and office), I believe that they do apply. The first is commitment. For a technology vision to become a shared vision, there must be support from leadership. If leadership is supportive and make the vision a priority, that vision has a much better chance of taking hold. Another of Ely’s conditions is leadership. I believe that for a shared vision to take hold, there needs to be knowledgeable leadership to help show individuals the not only the value of what that vision is, but the skills to accomplish that vision. I believe that shared vision can become a high-quality vision only through effective leadership and clear commitment as well as putting in the work to make everyone feel supporting in achieving the goal.
There were two big instances in the graduate program in which we addressed key concept 14.1. We created a technology vision for a school in ET 660 with the Project LXQ and in ET 680 with our own Technology Planning Paper. With Project LXQ we researched innovative schools and then taking what we learned about the schools’ vision and mission, we conceptualized an ideal school and then designed that school. In doing so, we created mission statement for that school. In ET 680 we needed to design a technology plan for our school/work site. In my case, since I was employed at the district level, my plan included a vision for how I was going to increase the technology capacity of our OSE staff. This included analyzing the current state of technology use and user comfort and then outline an action plan that I would use to help staff become more comfortable and knowledgeable about using technology in instruction. To make this vision a shared vision within OSE, it is important to look at a few of Ely’s conditions. While I know that Ely’s conditions weren’t specifically conceptualized for creating a shared technology vision for a school (or in this case and office), I believe that they do apply. The first is commitment. For a technology vision to become a shared vision, there must be support from leadership. If leadership is supportive and make the vision a priority, that vision has a much better chance of taking hold. Another of Ely’s conditions is leadership. I believe that for a shared vision to take hold, there needs to be knowledgeable leadership to help show individuals the not only the value of what that vision is, but the skills to accomplish that vision. I believe that shared vision can become a high-quality vision only through effective leadership and clear commitment as well as putting in the work to make everyone feel supporting in achieving the goal.
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14.2 Candidates will be able to demonstrate the ability to lead technology initiatives at the school or district level.
Key concept 14.2 required me to demonstrate the ability to lead technology initiatives at the school or district level. This was addressed in ET 691 with the Internship Proposal and with the actual internship artifacts. I addressed this by working with OSE staff to move toward and online model of delivering professional development to special educators throughout Baltimore County. The internship proposal outlines the rationale for this initiative as well as a timeline for implementation. This internship was unique in the sense that I would be working with different individuals with varying needs. For example, I worked with one staff member to record and caption and online presentation. I then worked with a different staff member to develop an online assessment tool for a professional development which allowed the ability to analyze the data. In addition, and in accordance with the district supervisors in special education I created three online professional development videos to help staff create and deliver online professional development.
Key concept 14.2 required me to demonstrate the ability to lead technology initiatives at the school or district level. This was addressed in ET 691 with the Internship Proposal and with the actual internship artifacts. I addressed this by working with OSE staff to move toward and online model of delivering professional development to special educators throughout Baltimore County. The internship proposal outlines the rationale for this initiative as well as a timeline for implementation. This internship was unique in the sense that I would be working with different individuals with varying needs. For example, I worked with one staff member to record and caption and online presentation. I then worked with a different staff member to develop an online assessment tool for a professional development which allowed the ability to analyze the data. In addition, and in accordance with the district supervisors in special education I created three online professional development videos to help staff create and deliver online professional development.