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Karen Auton and Tyler West
 
<ul><li>“ The capacity to  create  and  communicate  a view of the desired state of affairs that induces  commitment  amon...
 
<ul><li>“ The ideas underlying professional community put emancipated and powerful teachers at the core of the reform proc...
<ul><li>“ Vision…is asking questions about what might be, standing for something, making certain others know what that ‘th...
<ul><li>“ Clearly and concisely communicate the direction and intentions of the organization” while “motivating your team ...
 
<ul><li>Time is the fourth dimension to a vision.  It provides a framework from which an organization can set goals throug...
<ul><li>Teacher and student access to the resources needed to carry-out the established vision is an essential component o...
<ul><li>Support is a means by which the elements of the vision are instilled over time and strengthened as goals are met a...
 
<ul><li>Technology shall be the central component that serves as a link between all curricular areas and is utilized as a ...
 
<ul><li>This plan is a timeline of specific actions needed to ensure the realization of our vision for technology in educa...
 
 
 
<ul><li>Dunning, G. (2009).  Exploring the landscape of primary school leadership and management problems: Drafting concep...
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Vision for Technology in Education

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What is vision? How is it created, communicated, and carried out? How do time, access, and support help an organization carry out its mission? These questions are answered, and we present our vision for technology in education, as well as a 3-year action plan to meet our goals.

Published in: Education, Business, Technology
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Vision for Technology in Education

  1. 1. Karen Auton and Tyler West
  2. 3. <ul><li>“ The capacity to create and communicate a view of the desired state of affairs that induces commitment among those working in the organization” (Ubben, 2007). </li></ul><ul><li>Definition of the “organization’s values (guiding beliefs about how things should be done) and their purpose” that is shared among all stakeholders including the students, parents, community (Mindtools, 2010). </li></ul>
  3. 5. <ul><li>“ The ideas underlying professional community put emancipated and powerful teachers at the core of the reform process” (Seashore, 2009). </li></ul>
  4. 6. <ul><li>“ Vision…is asking questions about what might be, standing for something, making certain others know what that ‘thing’ is, and determining appropriate courses of action for getting to expressed goals” (Ubben, 2007). </li></ul>
  5. 7. <ul><li>“ Clearly and concisely communicate the direction and intentions of the organization” while “motivating your team to accomplish a common vision for the future” (Mindtools 2010). </li></ul>
  6. 9. <ul><li>Time is the fourth dimension to a vision. It provides a framework from which an organization can set goals throughout the scaffolding process of implementation. </li></ul><ul><li>For effective implementation, time must be perceived as an integral factor in the vision, because administrators, faculty, students, and parents must all invest their time. </li></ul>
  7. 10. <ul><li>Teacher and student access to the resources needed to carry-out the established vision is an essential component of success. </li></ul><ul><li>Without access to these resources progression is hindered, if not halted. </li></ul>
  8. 11. <ul><li>Support is a means by which the elements of the vision are instilled over time and strengthened as goals are met and exceeded. </li></ul><ul><li>It is the element that provides sustainability. </li></ul><ul><li>For optimal effectiveness, support will be derived from several sources within the organization……. </li></ul>
  9. 13. <ul><li>Technology shall be the central component that serves as a link between all curricular areas and is utilized as a common tool for students and faculty to communicate , collaborate , and construct learning inside and outside the walls of our school. </li></ul><ul><li>With technology at the core of instruction and student learning, we will invest in specialized faculty to support teachers, students, and parents on their journey through the 21 st century in an effort to attain success in an ever-changing world. </li></ul>
  10. 15. <ul><li>This plan is a timeline of specific actions needed to ensure the realization of our vision for technology in education. </li></ul><ul><li>It delineates ways in which we will provide time for necessary training and program development, access to technology for all faculty and students, and support of the initiative from all of the school’s stakeholders. </li></ul>
  11. 19. <ul><li>Dunning, G. (2009). Exploring the landscape of primary school leadership and management problems: Drafting conceptual maps of a professional minefields. European Education , 41(3), 74-103. </li></ul><ul><li>Ishaq, K. & Kritsonis, W. (2009). School leadership makes a difference: A sociological perspective of effective strategic planning and integrating realms of meaning into school improvement . National Forum of Applied Educational Research Journal , 23(1&2), 1-9. </li></ul><ul><li>Mind Tools Ltd, 1995-2010. Retrieved from: </li></ul><ul><li>http://www.mindtools.com/pages/article/newLDR_90.htm. </li></ul><ul><li>Paulson, M. (2008). Creating a clear leadership vision: Compelling teachers to action with leadership. Retrieved from: </li></ul><ul><li>http://school-staff-issues.suite101.com/article.cfm/creating_a_clear_leadership_vision. </li></ul><ul><li>Seashore, K. (2009). Leadership and change in schools: Personal reflection over the last 30 years. Journal of Educational Change , 10, 129-140. </li></ul><ul><li>Ubben, G., Hughes, L., & Norris, C. (2007). The principal: Creative leadership for excellence in schools (6 th ed.). Boston, MA: Pearson Education, Inc. </li></ul>

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