Vision
When I envision effective technology integration in a classroom, one of my favorite quotes comes to mind: “Technology should be like oxygen: ubiquitous, necessary, and invisible” (Beglau et al., 2011, p.6). In my opinion, this statement summarizes the most important aspect of technology integration in schools: technology supports and enhances learning rather than teaching in every K-12 classroom. If we engage students in such learning opportunities, they will develop strong communication, critical thinking, creativity, and collaboration skills - the qualities defined by the College and Career Readiness Standards (2010) as necessary to succeed in the 21st century professional environment. I anticipate all stakeholders to learn about and implement research-based strategies for technology integration to personalize learning and continuously support diverse academic needs of all students, as well as respect and model the principles of digital citizenship.
My vision lends itself to having specific expectations for all members of a learning community: teachers, parents, instructional leaders, and students. Developing a technology-rich learning environment emphasizes the following elements:
Today, the potential of technology integration in learning remains untapped (Grunwalk Associates, 2013), and even the most progressive schools struggle with leaving behind traditional teaching methods and moving towards facilitation of student-centered, authentic learning in every classroom. Many schools have adopted the Bring Your Own Technology (BYOT) initiative, which exposes students to such learning opportunities while revealing a need for teachers to acquire new professional knowledge and skills necessary to implement and sustain the change. Having technology tools and resources readily available to teachers and students is not enough; how they are used for learning is the essential element of effective technology integration. Learning about effective strategies to utilize technologies available should be a priority in providing students with relevant, rigorous, and authentic learning opportunities on a daily basis.
References
Beglau, M., Hare, J. C., Foltos, L., Gann, K., James, J., Jobe, H., & Smith, B. (2011). Technology, coaching, and community. Power parents for improved professional development in primary and secondary education. Available at http://www.iste.org/resources
Doering, A. & Roblyer, M. (2013). Integrating educational technology into teaching. Upper Saddle River, NJ: Pearson
Grunwalk Associated LLC. (2013). Living and learning with mobile devices: What parents think about mobile devices for early childhood and K-12 learning. Retrieved from www.corp.att.com/edu/docs/mobile_kids.pdf
National Governors Association Center for Best Practices and Council of Chief State School Officers. (2010). Common core state standards initiative. Preparing America’s students for college and career. Washington, DC.
My vision lends itself to having specific expectations for all members of a learning community: teachers, parents, instructional leaders, and students. Developing a technology-rich learning environment emphasizes the following elements:
- All teachers are facilitators of differentiated learning who continuously integrate technology tools and resources to promote critical thinking, communication, collaboration, and creativity among students. They build cross-curricular lessons and performance-based tasks to address the Common Core and Georgia Performance Standards and integrate National Educational Technology Standards for students. Teachers educate students about digital citizenship and online safety by modeling and expecting appropriate behaviors when working with technology tools and resources.
- Parents are involved in the decision-making process in regard to technology integration initiatives at a school through PTA, Local School Council, or other parent organizations. By attending educational sessions designed by instructional leaders in a school, parents learn about effective ways to use technology tools and resources to support learning at home. They obtain knowledge and skills about online safety to support the digital citizenship culture at home.
- Students regularly participate in technology-enhanced learning activities to develop strong critical thinking, communication, collaboration, and creativity skills and advocate for technology tools and resources to allow for student choice and differentiation by learning style in every classroom. Students develop a deep understanding of the expectations and demonstrate good digital citizenship when using technology tools and resources at school or home.
- Instructional leaders (the administrative team, instructional coach, instructional technology specialist, media specialist, etc.) design, develop, implement, and monitor job-embedded professional learning to assist teachers with implementation of effective strategies for continuous and constant technology integration. Professional learning focuses on the three areas of the Tech-PACK model: academic content, pedagogy, and technological knowledge (Doering, 2013).
Today, the potential of technology integration in learning remains untapped (Grunwalk Associates, 2013), and even the most progressive schools struggle with leaving behind traditional teaching methods and moving towards facilitation of student-centered, authentic learning in every classroom. Many schools have adopted the Bring Your Own Technology (BYOT) initiative, which exposes students to such learning opportunities while revealing a need for teachers to acquire new professional knowledge and skills necessary to implement and sustain the change. Having technology tools and resources readily available to teachers and students is not enough; how they are used for learning is the essential element of effective technology integration. Learning about effective strategies to utilize technologies available should be a priority in providing students with relevant, rigorous, and authentic learning opportunities on a daily basis.
References
Beglau, M., Hare, J. C., Foltos, L., Gann, K., James, J., Jobe, H., & Smith, B. (2011). Technology, coaching, and community. Power parents for improved professional development in primary and secondary education. Available at http://www.iste.org/resources
Doering, A. & Roblyer, M. (2013). Integrating educational technology into teaching. Upper Saddle River, NJ: Pearson
Grunwalk Associated LLC. (2013). Living and learning with mobile devices: What parents think about mobile devices for early childhood and K-12 learning. Retrieved from www.corp.att.com/edu/docs/mobile_kids.pdf
National Governors Association Center for Best Practices and Council of Chief State School Officers. (2010). Common core state standards initiative. Preparing America’s students for college and career. Washington, DC.