Presentation given at the 2012 Chicago Public School Leadership Technology Summit. Session called Developed and Ed Tech Vision from the Ground Up.

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Building an Educational Technology
Vision from the Ground Up
Meridith Bruozas
Chicago Public Schools
Department of Educational Technology and Tools

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What is a Vision?
Definition - A statement that outlines
where the school want to be in future
years, or how it wants the others outside
of its organization to view it.

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Examples of a Vision
Find your school’s vision and have it handy.
Examples:
 …to create a learning environment that exposes our students
to a rigorous curriculum, utilizing technology as a driving force
to “move our students beyond their immediate.”
 …a diverse community striving for excellence so that all may
lead productive and balanced lives in a more democratic,
ethical and humane global society.

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Is Your Vision Effective?
Characteristics of an Effective Vision
 Is shared by each member of our leadership team
 Is share by most in our school.
 Represents a clear image of our aspirations or technology-
enhanced learning
 Provides a clear focus for leaders as we set goals and plan for
professional learning
 Provides a clear image of intended results
 Helps us communicate effectively with a variety of audiences
 Is informed by educational research and literature
Adapted from Garmston and Wells

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Reflection
What areas of your vision do you want to strengthen?

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What can influence the
development of a vision?
 Understanding about the nature of learning (learners and learning)
 Understanding about the nature of teaching (teachers and teaching)
 The nature of educational technology and how it links to learning
environments
 Adult learning (school capacity)
 Change process
 Identifying areas for improvement (analyzing data)
Adapted from Designing Professional Development for Teachers of Science and
Mathematics

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What can influence the
development of a vision?
 Understanding about the nature of learning (learners and learning)
 Understanding about the nature of teaching (teachers and teaching)
 The nature of educational technology and how it links to learning
environments
 Adult learning (school capacity)
 Change process
 Identifying areas for improvement (analyzing data)
Adapted from Designing Professional Development for Teachers of Science and
Mathematics

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Technology-Enhanced Lessons
 Technology Integration Matrix
 Developed by the Florida Center for Instructional Technology
 http://fcit.usf.edu/matrix/download/tim_table_of_summary_indic
ators.pdf
Diigo Group for follow up Research
 http://groups.diigo.com/group/2012-cps-leadership-summit

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Entry
At the entry level, technology tools are used to
deliver information to students. Tool use by
students is individual, focused on step-by-step
task monitoring and tend to be unrelated to the
world outside of the classroom.
Adapted from the Technology Integration Matrix

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Adoption
At the adoption level, technology tools are
used in conventional ways. The teacher
makes decision about which technology tool
to use and when and how to use it. Students
exposure to individual technology may be
limited to single types of tasks that involve
procedural understanding.
Adapted from the Technology Integration Matrix

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Adaptation
At the Adaptation level, the teacher incorporates
technology tools as an integral part of the lesson.
While the teacher makes most decisions about
technology use, the teacher guides the students in the
independent use of technology tools. Students have
greater familiarity with the use of technology tools and
have a more conceptual understanding of the tools
than students at the Adoption level. They are able to
work without direct procedural instruction from the
teacher and begin to explore different ways of using
the technology tools.
Adapted from the Technology Integration Matrix

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Infusion
As the Infusion level, a range of different technology tools are
integrated flexibly and seamlessly into the classroom.
Technology is available in sufficient quantities to meet the needs
of all students. Students are able to make informed decisions
about when and how to use different tools. The instructional focus
is on student learning and not on the technology tools
themselves. For this reason, Infusion level work typically occurs
after teachers and students have experience with a particular
technology tool. The teacher guides students to make decisions
about when and how to use technology.
Adapted from the Technology Integration Matrix

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Transformation
At the Transformation level, there is an extensive and
unconventional use of multiple kinds of technology
tools. Collaboration with peers and outside resources
is very technology dependent and focuses on
innovative use for higher order learning activities in a
local or global context. Technology tools are used to
support collaboration, planning, monitoring of projects,
and content deepening.
Adapted from the Technology Integration Matrix

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Technology Instructional Models/
Themes
 Flipped Classroom
 One to One Computing
 Mobile Learning
 STEM
 Gaming
 Convergence Learning (social and digital media)

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Linking this Back to a Vision
Think about….
 What level of integration you want within your school?
 Where are your students at on the matrix?
 Where are your teachers at on the matrix?
 What is your vision after one year? After five years?

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Reflection
Where is your staff on this matrix? How does that influence your
vision?

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Starting this Process
 Develop a team of individuals to
 Identify your schools strengths and weaknesses (through data
analysis)
 Develop a common understanding of the current technology
integration literature and instructional models (deepen technology
content knowledge)
 Assess the resources in building
 Assess the capacity of the teachers
 Develop a technology vision
 One year
 Five year

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Sustaining the Program
 Align resources
 Materials
 Technology Resources
 Infrastructure
 Equipment
 Software
 Develop professional learning communities