technology to enhance the learning process. It is noteworthy that the school has been recognized by the district as a worthy of, and trial 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 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 nor is it not known or understood, 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 before the horse”, and need to begin again with basic and technology “cart “appropriate” 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:
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:
bennett_s_swot_analysis.docx