On Visioning
Through a Glass Darkly
by
-Jonathan Swift
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When examining definitions of the word "Vision" terms like dream, supernatural, imagined, manifestation, and revelation all get used to convey the dimensions of this dynamic concept. The presence of these terms tends to suggest that outside the realm of spiritual matters the notions of vision and visioning need not be taken seriously. Hence, the notions of vision and visioning sometimes fail to lead people to change, particularly in so serious an environment as a school. I would argue, however, that terms like "manifestation" and "revelation" notwithstanding, there is a sense of the term visioning which merits our attention and reflection. I focus on this sense of the term here. This focus speaks to the vision statement within a school's technology plan.
When we talk about our vision of the future, our conversations have a very practical bend in that they ask us to see what it is we would like to future to become. Vision in this sense tends to focus on ideal and/or desirable states; circumstances not yet in place, but possible. Clearly, we have a role in defining these states and in working toward the outcomes they promise.
What does a vision look like? What does it sound like? What does it feel like, or smell like or taste like? Can a vision be so concrete as to be susceptible to the five senses? Metaphorically ôyes,ö and perhaps actually so when we consider the sound and appearance of a vision, for example, when we say outloud that our vision ôwill have all students producing meaningful work on computers, or that they will effectively use television in the construction of their knowledge.ö Our vision can be seen in the words we write out to express the desirable states and circumstance for technology in our schools. Also, the effects of technology will be ôfeltö as students produce meaningful work through technology just as students will be able to "taste" the flavor of their accomplishments, or "smell" the fragrance of their success. This is said to emphasize the concreteness of the vision work. Creating a vision is not ethereal work. Visioning, however, may take us out of our comfort zones.
Visioning can be uncomfortable work. It asks us to relinquish the security of the known in favor of the insecurity of the unknown. It asks us to go to a "place" where one must make guesses and imagine outcomes. It should not surprise us that the work is approached if not with all out reluctance, at least with some reluctance. The pessimist will remind us that as an enterprise, visioning hardly produces the outcomes onto which our visions converge. The optimist, however, would call to our attention the realities that abound around us which once were part of a someone's vision. Although visioning is hard work, it is an excellent point of departure for many things in life, for example, building a technology plan within a school.
How might we envision technology's place and role within our schools? How do we identify desirable states and circumstances, which while not yet in place, surely are possible? The work is multifaceted--an exercise in team building states the Massachusetts Software Council (1994).1 I believe that this work begins with a scan of the environment for clues which will help us shape our vision. These clues will come in many forms...current and emerging practices (inside and outside of schools), in research findings, and in legislative and regulatory mandates (e.g., HB 2128). Clues will come as well as from experience since experience tends to reflect the real life interface with technology with respect to both its success and failure. Finally, imagination plays a role because imagination offers a powerful blend of hope, feeling and knowledge to the visioning process. Let's look at each of these broad components.
Regarding The Environmental Scan. What does an environmental scan tell us with regards to how we want technology used in our schools? As we look at current practices for technology in education, we see a plethora of examples which indicate the direction to which technology is heading both in our schools and in the world at large. The tapestry of samples, however, is vast and diverse both in texture and color and may cause confusion about the future of technology in schools. It appears, however, that with respect to technology, what was once optional in our classrooms, no longer is so. In the end our issue is not whether to consider technology, but rather in what manner technology will be used in the classroom. The environmental scan of current practices will provide important clues as to what we must include within our vision statement(s).
In cases where we bring research findings to bear on our vision, we will find rich indicators of how and why technology brings powerful, value-added dimensions to schools Popular magazines and professional journals alike present compelling discussions and emperically-based research to illustrate the utility and effectiveness of technology in educational settings. A review of the research can help shape the visions we seek to articulate.
Also, there is value in looking at the legislative initiatives that are being undertaken within state governments. In recent years state legislative bodies have entered the foray of technology development in schools. Spending and planning initiatives have been created to encourage schools to make technology part of the fabric of schools. Sometimes these initiatives carry mandates with them; but, more often than not they offer strong incentives to those educators who are eager to introduce technology into the teaching and learning processes of the schools. Along with research and current practices, legislative initiatives have much to offer the work of envisioning how technology will be developed in the schools.
When we examine the clues availed by current practices, research findings, and legislative initiatives and then make of them a foil against which to shape a vision for our school, we generate a high probability that the ensuing vision will serve our students and ourselves well. We will ensure, moreover, that the vision will translate effectively into a plan for technology development within the school.
Regarding Experience. Experience is the second area which shapes the vision. What is it telling us? The experience of technology in the school will go a long way in guiding the vision schools develop with respect to technology, teaching, and learning. Clearly the positive experiences will help to identify those technology events which support the work of teachers and learners; which enhance the learning; which help all to work not harder necessarily, but certainly smarter. Of course, there are times when the experience of technology is a negative one. For example, although technology is made available to teachers, the training needed to help teachers use it has been missing. Or, the interest in technology starts out high in the beginning only to shift to disinterest when resources are either not well directed or not forthcoming. It may be that the role of technology in the teaching and learning process has not been articulated and enabled. Whether positive or negative in character, experience will shape the school's vision for technology; hopefully so as to offset those easily recalled negative experiences.
Regarding Imagination. What does imagination add to the visioning process? There is an interesting perception on imagination which occurs in a dialogue between Kris Kringle and Susan Walker in "Miracle on 34th Street." In the dialogue Kris tries to help Susan play a game of pretend.
'It's really a lot of fun, if you know how to play it," says Kris. "But, of course you've got to use your imagination. Do you know what the imagination is, Susan?"
"That's when you see things that aren't really there."
"Well, not exactly....No--To me the imagination is a place all to itself. A very wonderful country. You've heard of the British nation and the French nation?....Well, this is the imagination. And once you get there, you can do almost anything you want" (Davies, 1947, p. 39).
Many philosophers and psychologists will take exception to Kris's rendition of the notion of imagination. However, it is surprisingly on the mark as far as definition goes. Eagan (1992) provides a brief but thorough discussion of the historical thought on imagination. He illustrates the shortcomings and possibilities of definitions. In the end, however, he says that "imagination is the capacity to think of things as possibly being so; it is an intentional act of mind; it is the source of invention, novelty, and generativity...a capacity that greatly enriches rational thinking" (p. 43). I would venture to add that imagination enriches equally rational planning. Thus, it is not altogether inappropriate to begin the process of planning by conjuring the imagination such that we come to identify in the mind alternative conceptions, which once there, can be assessed for their adequacy and appropriateness, considered for their potential implications and scanned for their features.
Following Ricoeur's(1965) characterization of the role of imagination in our mental life we first exploit imagination's "perspective and explorative function"( p.. 126) from which we can "form plans...for conditions that are presently non-existent" (Egan , 1992, p. 12).
The construction of a technology plan can be enhanced in the imagination not because one may see things that are not really there, but because one may see what it possible and use this vision to derive through the plan a new circumstance for one's self and others.
Vision Statement. How do the findings we derive from the above get shaped into a vision statement? The vision statement is the written word of the desired state or circumstance. It works as a tool for keeping one focused on the circumstances not yet in place, but possible for technology in the schools. It acts as a foil against which to check the progress of technology development within the school.
Characteristics of Vision Statements. What are the characteristics of a vision statement which make it both compelling and useful? The Massachusetts Software Council (1994, Section 3.2) indicates that a vision statement should be short but meaningful,...based in the answers to questions such as these:
Writers will want to draft a statement which reflects the vision sought in the environmental scan and the probe of experience and imagination. Once drafted, writers might test the vision statement with (1) questions like those which follow and (2) a review by trusted colleagues. The questions are:
Nanus (1992, p. 121) also offers some properties of a good vision.
The comments and questions offered above can provide the reader with a strong sense of statement construction and help them to shape statements which lead to buy-in on the part of school personnel.
In Conclusion. This paper has outlined a number of considerations for advancing technology development through the use of vision statements . Clearly schools can mandate technology development if they choose. However, such an approach is not likely to engage the schoolsÆ learning community to productive technology development outcomes. It is better that the community be invited to engage in technology development along the lines discussed above. The work is undertaken within the context of an environmental scan, experience, and imagination. It ends in a statement which has the capacity to compel commitment to the work of technology development in the schools. An example of such a statement is provided to conclude this writing.
The John Q. Public Independent School District envisions a teaching and learning environment supported by technology in such fashion that the learning community within the schools uses technology (1)to acquire new knowledge, (2) to reinforce and support current knowledge, (3) to provide authentic work for learners, and (4) to give all learners the capacity to encounter technology in their work sites and make effective and productive use of it.
Davies, V. (1947). Miracle on 34th street. New York: Harcourt, Brace, and Co..
Egan, K. (1992). Imagination in teaching and learning. The middle school years. Chicago: University of Chicago Press.
Nanus, B. (1992). Visionary leadership. Creating a compelling sense of direction for your organization. San Francisco: Jossey-Bass Publishers.
Ricoeur, P. (1965). History and truth. Evanston: Northwestern University Press.
Scearce, C. (1992). 100 ways to build teams. Palatine, IL: IRI/Skylight Publishing Inc.
______. (1994). The switched-on classroom planning guide. Boston: Massachusetts Software Council.