ETEC 520: Vice-Principal for a Day

Running Head: Sardis Secondary Integrating Technology and Curriculum

Assignment 2 Option 1

Vice Principal for the Day

Dieder Bylsma, Nancy Castonguay, Stacy Chirico,
Drew Ryan, & Tris White

ETEC 520
University of British Columbia
March 9, 2009

word count: 3,447

(excluding references and headers)
 ETEC 520: Vice-Principal for a Day

Assignment 2: Vice-Principal For A Day

A Technological Overhaul of Sardis Secondary

A. Introduction
Technology’s presence continues to increase in every part of our life, be it in the

home, transportation or in our classrooms. Though it is everywhere and almost

impossible to avoid many teachers are only now beginning to seriously consider how

they can integrate it in their classrooms as they prepare society’s students for an even

more-technologically-integrated future. Learning how to use wiki’s, webquests, learning

management systems, and laptop clusters are all part of the learning curve that

demands mastery so teachers must be able to use them in today’s classes.

Some of the more technologically fluent teachers have responded by developing

innovative activities and models, others are simply overwhelmed with the possibility of

mass-changes needed to adapt existing curricula to include technology and either

actively or passively resist its introduction into their schools and classrooms. For any

school board to remain relevant today, it needs a clear and coherent plan that takes

advantage of the experiences of its own in-house trailblazers and the experiences of

other school-boards in similar situations. This strategic plan needs to have a vision, a

rationale and a series of realistic milestones. In this paper, we present a technology

plan for a suburban Metro-Vancouver high school.

B. Institutional Context
Sardis Secondary is a mid-sized comprehensive publicly funded secondary school

with approximately 1,500 students attending grades 8-12. The school is part of a larger
 ETEC 520: Vice-Principal for a Day

district of 30 schools, including a distance education centre, serving approximately

12,000 students. The majority of the staff has 15-20 years of teaching experience but

are reticent about integrating technology into the curriculum. The younger administration

has a number of years of teaching experience and is more open to the possibilities of

using technology as a non-integral part of the curriculum. Of a staff of approximately 70

teachers, only 25% have any type of school-affiliated web site with even minimal

content available such as contact and curriculum information. Staff typically offer

curriculum in the traditional teacher-centred delivery model. The school currently has an

under-utilized set of older computer labs and a class-set of laptops available for booking

from the library. The school has never been a recipient of any grants for technology

integration pilot programs. Given these caveats, the primary goal of this technology plan

is to implement a limited rollout of technology in a selection of departments. Results

from these pilot projects will guide future technology deployments at the school as the

longer term goal of a fully technology-integrated curriculum is realized.

C. Elearning and learning theory

Any initiative needs a rationale upon which it can be based and deployed. As Guri-

Rosenblit (2005) noted “if technology is the answer … what are the questions?” Bates

(2007) suggests several reasons that an institution may want to consider eLearning

including: meeting the needs of new students, increasing access to programs,

enhancing teaching and learning, preparing students for business and industry,

developing independent learning skills in students and accommodating different

learning styles. Given the lack of technology-integration in Sardis, the primary focus for

this project will be on enhancing face-to-face teaching and learning within the school.
 ETEC 520: Vice-Principal for a Day

Secondary goals would include increasing access to programs, possibly through a

partnership with the district’s distance education centre, and accommodating different

learning styles and developing independent learning skills.

A growing body of research suggests that introducing technology into classrooms

can positively affect the learning process (Condie & Livingston, 2007; Davies, Ramsay,

Linfield, & Couperthwaite, 2005; Gabric, Hovance, Comstock, & Harnisch, 2006;

Hughes, 2007; Kennewell, 2007; Peters, 2006; Schweizer, Paechter, & Weidenmann,

2003). Technology serves as a tool to increase students’ control over the learning

process, it increases their own sense of responsibility for their learning, it increases their

collaboration and it situates learning in real-world contexts. Integration of technology

into the curriculum changes some of the teacher’s roles from that of a “sage on the

stage” towards “guide on the side” – an evolution that is fundamental to the

constructivist theory and to this project.

Constructivism suggests that knowledge is not static or inert; knowledge is

constructed as we interact with others and our environment. Through the dual

processes of dialogue and reflection, we develop and adapt mental models, allowing us

to make sense of the world around us. Hannafin and Land (1997) note that

“[k]nowledge, according to constructivists, is not fixed or external; it is individually

constructed … understanding is derived through experience … student-centered

learning environments emphasize concrete experiences that serve as catalysts for

constructing individual meaning”.

 ETEC 520: Vice-Principal for a Day

D. The Five Year Vision

In five years, a notable change in school atmosphere towards technology is

expected. There will be a generally positive attitude towards technology from teachers

and administration as it applies to its use, accessibility, benefits, and funding. All

department will have specific and biannual administration-reviewed plans and goals for

technology and curriculum integration. Teachers at Sardis Secondary will be

encouraged by peers and the administration to use innovative technology, will embrace

trial-and-error as an acceptable approach to experimenting with different possible

solutions.

Each department will have at least one peer-expert/mentor who will look after basic

technology and curriculum troubleshooting. Having a peer who is familiar with the

school and the technology used will ease the anxiety of adopting new strategies in

classrooms. Demonstrations and workshop opportunities will be available on a regular

basis. The administration will provide continued moral, scheduling and financial support

to this initiative by: inviting guest speakers and companies with relevant integrated

approaches; structuring the timetable to allow for faculty collaboration; providing funding

for a dedicated educational-technology-integration resource specialist. To illustrate, in

Math and Science, teachers will create pedagogically-sound lessons which integrate

technology that provide students with opportunities to predict, observe, and experiment

with patterns. Technology will be a meaningful component of the curriculum and used

solely as an information-delivery mechanism.

Accessibility of technology issues will be resolved by using school resources. Since

learners’ needs will be defined as part of a regular review of curricula, the school will
 ETEC 520: Vice-Principal for a Day

provide the necessary resources for students to successfully access their courses e.g.,

laptop lending library, computer labs, computing resources in specific classrooms.

Resource deployment is not limited to access to computers, but access to other

technology tools such as graphing calculators, various software, or even iPods.

There will be a comprehensive and coherent school-wide master-plan that can be

used to provide justification for additional funding requests from the school board. In five

years, not only the students, but the staff and administration will be much more

comfortable with the use of technology in learning. An atmosphere of students and

teachers helping each other when peers are struggling with technology will pervade

Sardis Secondary. The collaboration seen throughout the school will be the result of an

on-going emphasis on the uses of educational technology in classrooms and the

removal of issues that hinder students’ and staff’s access to technology.

E. Strategies To Get There

In order for Sardis Secondary to maximize its staff and infrastructure resources, it

needs to have concise, consistent, comprehensive and coherent strategies in place.

The following strategies will be established to achieve the school’s goal of integrating

technology: vision development, project management approach, faculty/student support,

and organizational/funding strategies.

1. The Vision

Each department will be asked to submit a teaching and visioning plan with a three

year scope and sequence outlining distributed learning within their department. The

goal of these plans is to establish a framework in which faculty can move through ‘Wave
 ETEC 520: Vice-Principal for a Day

2’ and into ‘Wave 3’ of Bereiter and Scardamalia’s information communication

technologies (ICT) Waves theory. This will ensure that ICTs are being used in

pedagogically-sound activities. Imagining the future will provide recognition of “how the

cognitive and social dynamics of their classroom could be improved … evolve into a

more successful knowledge building community” (Bereiter & Scardamalia, 2006).

A managerial approach to integrating technology will be in place at Sardis

Secondary. Department heads will be required to assess and evaluate their plans on a

biannual basis (Bates, 2000). Regular re-evaluation of progress will enable department

plans to be responsive to the needs of the school staff and students e.g., if resources

are being mismanaged they can be redeployed. Embedding this proactive reflection tool

within the school’s overall vision will ensure the continual meeting of staff and students’

needs.

2. Integrated Lone-Ranger/Project-Management Approach

While the “lone ranger” approach is usually the catalyst for an institution acquiring

and using new information communication technologies (ICTs), a managerial approach

at Sardis Secondary will be taken instead. This ensures that there will be significant

structural, fiscal and pedagogical support available for the pilot programs. While a

managerial approach appears to be a traditional “top-down model” of applying initiatives

its ability to produce desired outcomes within a limited time makes it appropriate for

Sardis Secondary. Stake-holders will use their specific skill-sets to help create a

comprehensive vision for the integration of technology: “there is a defined set of

resources, usually determined at the outset of the project, a time line, and a clear
 ETEC 520: Vice-Principal for a Day

‘deliverable’ in that it is clear what the project has to achieve” (Bates, 2000). The

administration’s use of professional learning communities (PLC) will keep them

informed of staff and students’ needs and allocate resources accordingly.

3. Faculty and Student support

Teaching and learning in a distributed eLearning environment may be a significant

change for many staff who are unaccustomed to working with technology in the

classroom. This may lead to frustration and a loss of commitment to the eLearning

vision of the school unless staff are well-trained, committed and comfortable with the

tools they are expected to use. When confronted with new ideas, theories, or

technologies, teachers become novice learners, requiring degrees of scaffolding much

like what they would offer to their own students (Baylor & Ritchie, 2002). All staff will

participate in a set of introductory workshops. These will introduce the eLearning vision

of the school where they will, through a series of collaborative workshops get an

overview and detailed information on how and why technology will be incorporated into

daily curriculum across a wide variety of subjects.

Grade and subject specific professional learning communities (PLC) will be the most

appropriate method of bringing the professional teaching community on board with the

e-vision of the school (Chen, 2008; Davis, 2003; Garet, Porter, Desimone, Birman, &

Yoon, 2001; Graham, 2007; Lester, 2003; Penuel, Fishman, Yamaguchi, & Gallagher,

2007; Yuen & Ma, 2008), Establishing a number of grade specific PLCs within the

school will help support the transition to distributed learning. Recognizing that teachers

have a limited amount of available time to meet, the administration will create a
 ETEC 520: Vice-Principal for a Day

supplemental reduced-instruction-day timetable to provide all members of the school

community a common time when the PLCs can meet.

The school will create an instructional technology support position that will work with

staff to develop online learning resources. This eLearning educator would give teachers

priority help and, time permitting, be available to provide workshops and remedial help

for some groups of students who may require additional explicit technological

instruction. While many students will likely already have the necessary resources to

successfully engage with Sardis Secondary’s new classroom contexts, the creating of

an e-Educator Support position will help lower the learning curve as the school

transitions to the new model. Technology will be widely accessible to all participants,

through technological infrastructure, multiple resource labs, roaming laptop carts, a

bank of wireless computers in central learning environments and multiple LCD

projectors for each department. Duplication of technology resources will be avoided and

a common computing standard established for access to the school’s e-resources and

courses. With access available through classrooms, the library, and equipment-loan-

contracts possible for those who don’t have access outside of school, the issue of

convenient access to courses on-and-off-campus is rendered moot.

4. Organizational and Funding Strategies

To realize the five-year vision, one where staff and students are comfortable with

technology inside the classes and within the curricula, the fundamental strategy is to

encourage maximum staff buy-in by providing in-house, peer, mentoring and external

support opportunities to reduce some of the resistance and apprehension common to

 ETEC 520: Vice-Principal for a Day

introducing significant change to an organization. By beginning this transition with a

clearly articulated vision from the Sardis school community, everybody will be able to

see not only the ultimate destination, but see and understand the decisions needed to

manifest the five-year vision.

Using a managed-deployment structure will also include teachers’ professional input

about how budgets will deployed and achieve the common goal. Bates notes “the more

resources that can be devolved to departments the better” (Bates, 2000). Not only will

this approach demonstrate its support of teachers, it creates a system of inclusion and

accountability. Since departments will be accountable for how they spend their

technology dollars in the context of the school’s plans, the productive use of resources

in meaningful student-centred learning will be ensured.

F. Challenges
1. Framing the argument for technology

Given that Sardis Secondary has a pool of experienced teachers and that there is no

demonstrated significant interest in integrating technology into their regular practice, a

blend of collaborative visioning and “manager-directed” conversion of the school to an

integrated technology curriculum will take place. Ultimately, the success of this initiative

will be driven by the a wholehearted buy-in of the entire school community:

administration, teachers and students. The question is not whether the project will take

place, but how it will be implemented to minimize the distance to successful

implementation. As Fong (2008) suggests, one possible path to creating this buy-in can

be through the sharing of other successful integration experiences in the region.

 ETEC 520: Vice-Principal for a Day

Hearing and witnessing how other schools have succeeded in integrating technology

into their daily teaching practice will help reduce the resistance to changing the status

quo. On a pragmatic level, the use of introducing the technology through pilot programs

at Sardis will reduce the resistance to its eventual introduction throughout the whole

school. Promotion of a culture of innovation through tech-integration is dependent upon

the energy of the administration (Fong, 2008), the staff and its students.

2. Putting Learning And Learners At The Center Of The Argument For

Technology

Learning should be at the forefront of the argument for innovation. Technology

planning is about meeting the needs of today’s ever-demanding, challenging and mobile

learners (Tapscott, 2004) and preparing them for a knowledge economy. Student are

habituated to “hav[ing] the world at their fingertips, [and] having access to powerful tools

that facilitate ‘inquiry, analysis, self-expression, influence and play’ ” (Tapscott p.3)

These ‘digital natives’ have a constant need to be active, connected, and engaged

(Prensky, 2001). Engagement will not be possible if a school does not reflect the

technological society in which it exists. Preparation of learners for the tomorrow’s work

force requires equipping them to fulfill the needs of a work force that uses ever-

increasing amounts of technology. As Bates (2000) argues, these future-skill

requirements — i.e. web-based-skills and the knowledge-based economy — are

fundamental in instructional design and educational planning. From entry level jobs to

highly specialized professions, today’s workers are required to be able to adapt to

different modes of working, be it working from home, at a specific work site or to access

information while travelling. Daily interactions during a single work day may include
 ETEC 520: Vice-Principal for a Day

searching and downloading from a variety of sources and formats, selecting and storing

information, communicating with colleagues, and sharing and manipulating information

(Bates, 2000). There is no argument whether students should be equipped to handle

the various workspace needs of today and tomorrow, the only question is how this will

be achieved. Implementing an integrated curriculum at Sardis Secondary over a five

year period is a solution.

3. Building Momentum for Sustainable Integration of Technology

As Bates (2000) points out, the success of any plan is related to the level of support

it will receive. Having teachers claim ownership of the vision is one way to create a

sense of ownership. Involving teachers and the administration in every step of the

planning process will reduce the sense that there is a push for change from the “top

layers of the school board” solely as a way to cut funding and resources (Bates, 2000).

In their many years of teaching, most teachers will have seen ‘good ideas’ come and

go. Inviting faculty and their departments to become the agents of change will help

reduce fears that collaborative plans conceived will never be implemented. Support

from the school board and the school’s administration will also reassure teachers that

there will be institutional support for them as they embark in the journey. Planning to

support both faculty and students with support for the new technology is central to

assuaging faculty’s fears of increased workload without useful levels of support as they

make the transition. Supporting teachers will promote innovation, and supporting

students will enable them to use new technologies to their full potential (Bates, 2000).
 ETEC 520: Vice-Principal for a Day

Bullen’s (2006) and Fong (2008)’s discussion about the forces at play in the higher

education environment are relevant for the secondary school context. A sustainable

quality eLearning development plan must be anchored in a managerial approach but the

collegial nature in education can make this restructuring challenging since collegial and

managerial cultures are by definition in conflict with one another. Whereas autonomy

and academic freedom drives collegial culture, leading, planning, organizing and

controlling are at the center of managerial tenets (Bullen, 2006). Given that both are key

players if quality and sustainable eLearning development is to occur, Bullen suggests

that a managerial approach can be acculturated, minimizing the clash by emphasizing

the fostering of strong relationships between departments and the eLearning support

unit. Keeping department heads informed of the benefits of eLearning as it pertains to

each department will promote a feeling of control and ownership as an extension of the

PLC units. This will all combine to ensure fair representation and input in the decision-

making process. Other small but important details include the language used with the

staff, minimizing jargon and is collaborative instead of being “managerial” and cold.

Fong comments that by paying attention to the language use, and the manner in which

ideas are presented, sustainable core values that will foster innovative culture within an

institution are established (Fong 2008). As ex-president of Foothill College (1995), Fong

attributes success to a two simple steps: a climate of ‘trust and forgiveness’ that creates

a non-threatening environment necessary to foster innovation; faculty knowledge that

administrators would sooner have them “try and not succeed than not try at all” (Fong,

2008, p. 413). Cultivating innovation also requires investing in faculty support as well as

technology.
 ETEC 520: Vice-Principal for a Day

4. The Financial Incentive for Technology Integration

Showing how technology integration can also bring in additional revenue for the

school district is relevant to individual schools such as Sardis Secondary. In an

increasingly competitive public education environment, funding is subject to student

enrolment levels. Although not all teachers may feel the need to integrate new

technologies in their courses, the mounting pressure to compete technologically is

undeniable. This pressure is further exacerbated by government legislation that

increased competition between BC schools, allowing students to enroll in any school,

providing that there is space (School Act, section 74.1). Whereas students traditionally

had to attend a school in their catchment area, they can now shop around with the

result that the amount of funding grants based on class head-counts may well change

significantly if there is a compelling eLearning course offered. While the focus in Sardis

Secondary is on in-class technological integration, any course that already has been

adapted to use technological resources may be further modified to become a distance-

education course, pulling in students from outside of the school catchment area or the

district boundaries.

G. Conclusion
The truism that change is never easy and rarely proceeds exactly as planned will

doubtless apply to this proposed pilot program for Sardis Secondary. For Sardis

Secondary to continue to be a relevant and effective institution, offering its students the

best possible education for the 21st century, change is required. By creating a set of

pilot programs at the outset, adapting and modifying the project to better fit the school,

having administration and faculty work together, this technology-integration program will
 ETEC 520: Vice-Principal for a Day

succeed. Sardis will make a paradigm shift from a traditional teacher-centred to a more

learner-centered system, with technology playing a significant role. Ultimately the

factors that will be most important are not the technologies chosen since these will be

obsolete in a relatively short period, but the attitude of the administration, teachers and

staff towards technology and its use within the secondary school environment. If, after

five years have passed, technology is embraced by the entire school community as a

tool that helps fulfil Sardis’s mandate to fully prepare its students for the world, then this

project will have succeeded.

 ETEC 520: Vice-Principal for a Day

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