Running Head: SHARED VISION & RATIONALE

Dacula Middle School Shared Vision & Rationale

Andrea Marchese
ITEC 7410
Spring 2016
Dr. Julia Fuller

Keywords: Technology, 21st Century Skills, Equitable Access

SHARED VISION & RATIONALE

Dacula Middle School Shared Vision & Rationale

Vision Statement
Dacula Middle School will use technology to increase student achievement and
engagement by personalizing the learning experience through tailored instruction based on
formative assessment. Teachers will use Gwinnett Countys Desire2Learn Learning
Management System (LMS) to provide students with the opportunity for anytime, anywhere
learning. Students will develop 21st Century Skills by engaging in authentic, technologyenhanced, project-based learning experiences. Dacula Middle School will use technology to
facilitate collaboration between students, teachers, parents, and the local and global community.
Teachers will engage in ongoing professional development to target individual needs in effective
technology implementation.
Rationale
Dacula Middle Schools vision is to be a community focused on learning and personal
achievement for all (DMS Handbook, 2015). The technology vision supports key words in this
overarching vision statement. To achieve our vision, we will act as a community of stakeholders:
teachers, students, parents, administrators, local businesses, etc. Ensuring personal achievement
for each individual student requires that instruction be tailored to individual needs. Technology
will help to administer formative assessments to inform instructional decisions. Learning in the
21st Century must include skills students will need to succeed in the global market, such as
collaboration, critical thinking, and digital literacy (Framework, 2016).
Dacula Middle School is a leader in Gwinnett County in the use of instructional
technology, specifically the Desire2Learn LMS. Survey feedback from teachers and students
indicates that while the LMS is being used to administer formative assessments, it should be used
more often. One student pointed out that this was the most convenient way to access

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assessments. Dacula Middle School has also embraced a project-based learning initiative as a
strategy for teaching 21st Century Skills and for transforming our instruction into a more
engaging experience for students. When participating in project-based learning, students spend
more time learning about important content through experiences that emphasize critical
thinking, collaboration, creativity, and communication. (Boss, 2012). Teachers indicated in
their surveys that they would like more professional development tailored to their needs in
implementing project-based learning. Collaboration and authenticity are key elements of
project-based learning, and we can leverage technology to increase these elements, thus
increasing student motivation (Kadel, 2008). Our schools LMS and other online tools can
enable us to provide students with a real audience for their work, involve experts from the local
community or the world, and provide parents with an additional way to participate in their
childrens education. In the survey for administrators, our LSTC (Local School Technology
Coordinator) indicated a desire for more professional development on how to give students more
choice, in terms of the technology tools they use in these projects and the products they create to
demonstrate mastery.
Diversity Considerations
Kadel (2008) points out that students who have limited or no access to computers and the
internet are also often those who have lower grades and test performance, and as such, receive
computer-based instruction for drill-and-practice rather than critical thinking/real-world
learning experiences. By engaging all of our students in technology-enhanced project-based
learning, we can ensure that this particular sub group is given equitable access to quality use of
instructional technology while at school. Outside of the school day, however, our low SES
population and our Hispanic population often suffer from a lack of access to computers and/or

SHARED VISION & RATIONALE

reliable internet service. To work through this challenge, the Consortium for School Networking
suggests that our school work with local internet service providers to find low-cost plans and free
resources (Digital Equity, 2016). Our public library, the Gwinnett County Parks and
Recreation department, and the Boys and Girls Club offer free services and resources for families
in our area. Computer labs and our media center are available before and after school for student
use, but perhaps our district could explore programs, such as Tech Goes Home, that send
technology resources home with students (Digital Equity, 2016). Kadel (2008), also states that
acknowledging the important role of culture in education is vital to successful implementation of
technology in schools. Our school is already hosting Hispanic Parent Nights to reach out to this
subgroup and provide support in their home language, and increasing these opportunities would
help to fulfill this essential element.
The only gender group issue that we might see in our school is a lower number of female
students interested in STEM (Science, Technology, Engineering, and Mathematics) classes
(Weber & Custer, 2005). However, since our school is a middle school, students do not truly get
to choose their classes. Therefore, a fairly even number of males and females are placed into our
STEM Connections courses. We could try to increase the number of female students interested
in extracurricular STEM activities by varying the topics of study, as Sanders, Koch, & Urso
(1997), propose that the lack of female interest in these activities is due to curriculum content
that is biased toward males (as cited in Weber & Custer, 2005).
Stakeholder Roles
When our shared vision is a reality, classrooms will look different. Students will work in
small groups for the majority of the class period. Students may be working on school-provided
technology (Dacula Middle School is currently expanding our collection of Chromebooks) or on
their own devices while involved in project-based experiences. Teachers will be assisting

SHARED VISION & RATIONALE

students individually, guiding them through their work. Teachers may also be meeting with
small groups in rotations. This form of blended learning will involve content delivered in part or
entirely online. In one survey, the participant envisioned students as technology leaders in the
classroom as well. The teacher will become a facilitator of learning, rather than the sole source
of knowledge in the room. To realize our vision, teachers will use our LMS to provide
individualized, timely feedback to students and to offer remediation or enrichment as needed
(Kadel, 2008).
Administrators will advocate on the schools behalf to acquire and allocate funds for
technology. The administrators and the LSTC will work with the community to provide
solutions to access problems for low SES students. Administrators, the LSTC, and our team of
tech expert teachers will lead professional development to support continual growth. Effective
professional development is one of the key elements required for successful implementation of a
technology initiative (Kadel, 2008).
Parents will assist students with computer and internet access at home. Parents will
maintain communication with teachers through the LMS. Parents, teachers, and administrators
will model effective and ethical use of technology for learning, which will positively impact
student achievement (Kadel, 2008). Dacula Middle School will also hold parent training nights
to educate parents on internet safety, available community resources, and specific technology
skills (e.g., navigating the LMS).

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6
References

Boss, S. (2012). How project-based learning builds 21st century skills. Retrieved from
http://www.edutopia.org/blog/21st-century-skills-pbl-suzie-boss
Dacula Middle School Handbook. (2015). Retrieved from
http://www.daculamiddleschool.org/home.htm
Digital equity: Supporting students & families in out-of-school learning. (2016). Retrieved
from http://www.cosn.org/digital-equity-action-toolkit-february-2016
Framework for 21st century learning. (2016). Retrieved from
http://www.p21.org/about-us/p21-framework
Kadel, R. 2008. Technology and student achievement: The indelible link.
Retrieved from
http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_ach
ievement.pdf
Weber, K., Custer, R. (2005). Gender-based preferences toward technology education
content, activities, and instructional methods. Journal of Technology Education, 16(2),
55-71.