Campus Technology vioson
Kaitlyn Champagne
Department of Education, Louisiana State University, Shreveport
EDL 785: Technology Leadership in Schools
Leslie Garakani
Purpose and vision
Purpose: to design a strategic and useful technology vision that aligns with campus goals and our instructional priorities (Sheninger, 2019). Vision: Technology will be used to enhance scholarly thinking, collaboration, and engagement (ISTE, 2023).
Why it a campus Technology vision important?
A campus technology vision is significant for addressing inconsistencies across classrooms (Sheninger, 2019). Therefore, the why is to align campus goals, focus on intentional use of technology to increase scholarly engagement and collaboration (Trust & Whalen, 2020).
Key components to the vision
- Scholarly focused instruction is the main component of the technology vision.
- Curriculum integration (Sheninger, 2019).
- Providing educators with ongoing professional development learning opportunities, followed up with various walkthroughs (Trust & Whalen, 2020).
Stakeholder Plan
Educators: Encourage collaboration in PLCs as well as implementing a coaching improvement plan (Sheninger, 2019). Students: Strengthen scholarly voices and empowerment amongst the campus (ISTE, 2023). Leadership: Increase instructional walkthroughs to further guide technology improvements (Sheninger, 2019).
Implementation strategies
1. Communicate the vision and gather feedback (Sheninger, 2019). 2. Provide continuous and ongoing professional development for educators (Trust & Whalen, 2020). 3. Support implementation through coaching (ISTE, 2023). 4. Monitor and use data collected from walkthroughs and PLCs to make data-driven decisions.
Indicators of success
Successful When: 1. Increased student engagement. 2. Consistent and effective teacher implementation. 3. Higher-level thinking. Data Collected from: 1. Classroom walkthroughs. 2. Student work samples. 3. Feedback from educators
Leadership impact
1. Communicate the vision and gather feedback (Sheninger, 2019). 2. Provide continuous and ongoing professional development for educators (Trust & Whalen, 2020). 3. Support implementation through coaching (ISTE, 2023). 4. Monitor and use data collected from walkthroughs and PLCs to make data-driven decisions.
References
International Society for Technology in Education. (2023). ISTE Standards for Educational Leaders. https://iste.org/standards/education-leaders
Sheninger, E. (2019). Digital Leadership. Changing Paradigms for Changing Times. Corwin. file:///Users/kaitlynchampagne/Downloads/995889755-Digital-Leadership-Changing-Paradigms-for-Changing-Times%20(1).pdf
Trust, T., Whalen, J. (2020). Should Teachers Be Trained in Emergency Remote Teaching? Lessons learned from the COVID-19 Pandemic. Technology and Teacher Education. file:///Users/kaitlynchampagne/Downloads/paper_215995.pdf
Campus Technology vioson
Kaitlyn Champagne
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Transcript
Campus Technology vioson
Kaitlyn Champagne Department of Education, Louisiana State University, Shreveport EDL 785: Technology Leadership in Schools Leslie Garakani
Purpose and vision
Purpose: to design a strategic and useful technology vision that aligns with campus goals and our instructional priorities (Sheninger, 2019). Vision: Technology will be used to enhance scholarly thinking, collaboration, and engagement (ISTE, 2023).
Why it a campus Technology vision important?
A campus technology vision is significant for addressing inconsistencies across classrooms (Sheninger, 2019). Therefore, the why is to align campus goals, focus on intentional use of technology to increase scholarly engagement and collaboration (Trust & Whalen, 2020).
Key components to the vision
Stakeholder Plan
Educators: Encourage collaboration in PLCs as well as implementing a coaching improvement plan (Sheninger, 2019). Students: Strengthen scholarly voices and empowerment amongst the campus (ISTE, 2023). Leadership: Increase instructional walkthroughs to further guide technology improvements (Sheninger, 2019).
Implementation strategies
1. Communicate the vision and gather feedback (Sheninger, 2019). 2. Provide continuous and ongoing professional development for educators (Trust & Whalen, 2020). 3. Support implementation through coaching (ISTE, 2023). 4. Monitor and use data collected from walkthroughs and PLCs to make data-driven decisions.
Indicators of success
Successful When: 1. Increased student engagement. 2. Consistent and effective teacher implementation. 3. Higher-level thinking. Data Collected from: 1. Classroom walkthroughs. 2. Student work samples. 3. Feedback from educators
Leadership impact
1. Communicate the vision and gather feedback (Sheninger, 2019). 2. Provide continuous and ongoing professional development for educators (Trust & Whalen, 2020). 3. Support implementation through coaching (ISTE, 2023). 4. Monitor and use data collected from walkthroughs and PLCs to make data-driven decisions.
References
International Society for Technology in Education. (2023). ISTE Standards for Educational Leaders. https://iste.org/standards/education-leaders Sheninger, E. (2019). Digital Leadership. Changing Paradigms for Changing Times. Corwin. file:///Users/kaitlynchampagne/Downloads/995889755-Digital-Leadership-Changing-Paradigms-for-Changing-Times%20(1).pdf Trust, T., Whalen, J. (2020). Should Teachers Be Trained in Emergency Remote Teaching? Lessons learned from the COVID-19 Pandemic. Technology and Teacher Education. file:///Users/kaitlynchampagne/Downloads/paper_215995.pdf