Vision
I believe that technology use in P-12 schools should be sensible and ubiquitous. Technology use in schools should be sensible, from the perspective that technology is a tool to energize students and help them discover their genius while opening the doors to a world of knowledge. Technology use in schools should be ubiquitous, from the perspective that it not be seen as special, like a reward for completing an assignment. Technology is not a place students go, but a tool they use, and it should always work correctly.
The perfect technology-using school first has a robust infrastructure environment, with no network dead zones, no downtime waiting for tech support, and plenty of electricity to power classrooms and charge devices (ISTE, 2012). Technology includes computers and tablets, but also peripheral devices for scientific measurement and study, robotics and engineering labs even used by young children, audio and video equipment for recording and playback, and appropriate devices for data collection and input that allow differentiation by ability, interest and format. Teachers and students should have instant access to information, allowing them to capture attention and seize teachable moments using personal devices. Students should be given the tools and opportunities to control their own learning, and celebrated for being good digital citizens.
Teachers, administrators and other staff members should enjoy opportunities to collaborate on teaching activities as well as strategic planning initiatives in a collegial environment. They should be provided with timely, job-embedded technology professional development (Learning Forward, 2011; ISTE, 2012) and supported by technology coaches (Knight, 2006), peers, and personal learning networks without having to supplement classroom activities with personal funds. Instructional innovation that demonstrates student success should be encouraged and rewarded.
References:
International Society for Technology in Education (2012). Essential conditions: necessary conditions to effectively leverage technology for learning. Retrieved from http://www.iste.org/docs/pdfs/netsessentialconditions.pdf
Knight, J. Instructional coaching: a partnership approach to improving instruction. (2006). Thousand Oaks, CA: NSDC.
Learning Forward. (2011). Standards for professional learning. Oxford, Ohio.
The perfect technology-using school first has a robust infrastructure environment, with no network dead zones, no downtime waiting for tech support, and plenty of electricity to power classrooms and charge devices (ISTE, 2012). Technology includes computers and tablets, but also peripheral devices for scientific measurement and study, robotics and engineering labs even used by young children, audio and video equipment for recording and playback, and appropriate devices for data collection and input that allow differentiation by ability, interest and format. Teachers and students should have instant access to information, allowing them to capture attention and seize teachable moments using personal devices. Students should be given the tools and opportunities to control their own learning, and celebrated for being good digital citizens.
Teachers, administrators and other staff members should enjoy opportunities to collaborate on teaching activities as well as strategic planning initiatives in a collegial environment. They should be provided with timely, job-embedded technology professional development (Learning Forward, 2011; ISTE, 2012) and supported by technology coaches (Knight, 2006), peers, and personal learning networks without having to supplement classroom activities with personal funds. Instructional innovation that demonstrates student success should be encouraged and rewarded.
References:
International Society for Technology in Education (2012). Essential conditions: necessary conditions to effectively leverage technology for learning. Retrieved from http://www.iste.org/docs/pdfs/netsessentialconditions.pdf
Knight, J. Instructional coaching: a partnership approach to improving instruction. (2006). Thousand Oaks, CA: NSDC.
Learning Forward. (2011). Standards for professional learning. Oxford, Ohio.