Vision
We used to proclaim “technology is the way of the future" but technology is most relevant right now. While technology continues to emerge, and new technologies advance, the first statement still holds true, but should be expanded. Technology support is the way of the future- technology is the way of the present. And, if this wasn't true two years ago, recent global events (the Covid-19 pandemic) have catapulted the education industry into the realm of online/blended learning, and school systems have been propelled to provide support opportunities for teachers and students to minimize achievement gaps through technology use. Many districts have quickly moved to 1:1 technology and others have offered devices and internet access solutions for families in need. At this point, technology is here to stay, and is a requirement today.
Today’s students, 21st century learners, use technology in almost every aspect of life- from entertainment to learning to productivity. Smart devices are everywhere- there are even smart car seats that communicate with your car and phone. And schools should be using technology in ways that are compatible with life. Technology should be prevalent in education- today and from now on. My vision for the use of technology in K-12 education is to promote student-centered learning, empowered by daily technology integration in activities and assessments. Students should be empowered to make decisions about their learning, supported in their learning endeavors, and guided by teachers as facilitators. Professional development should support teachers in their efforts to incorporate technology for engaging students with material, providing quality practices and assessments, and collecting data that guides instruction. Additionally, all educators, students, and supporting stakeholders should promote safe and ethical digital learning environments for students to communicate, collaborate, think critically, and creatively solve problems.
Student-centered learning is imperative. Defined as learning in which students are active participants, student-centered learning includes what and how students learn, and how they are assessed or demonstrate mastery, guided by each student’s individual needs and abilities (ISTE, 2020). As emphasized by Sheninger (2019), digital tools can improve learning in a variety of ways, including increasing collaboration, expanding time boundaries for collaboration and thoughtful response, and enabling learning from current information and research. Game-like assessments continue to evolve and offer a variety of self, group, and class assessment modes, while other formative assessments can be employed to offer immediate feedback and opportunities for differentiation. When students are aware of learning targets, are provided with choices for learning and assessment, or even asked to provide artifacts to self-document their content mastery, engagement and authenticity provide more value in the learning process (Sheninger, 2019). Blended learning approaches can also support student-centered learning and technology integration.
Professional development is the epicenter of successful technology integration. Educators must be knowledgeable about their pedagogical approach, the technology resources and tools available to them and students, and the school goals and expectations relating to technology integration. Continuous professional development and reflection is necessary to ensure support and opportunities for teachers to learn and incorporate strategies into their classroom activities. When used effectively, digital tools can provide opportunities for innovative assessment and student ownership of learning (Sheninger, 2019). But teachers need adequate support, such as modeling of technology tools and resources, to achieve this. Teachers also need opportunities for requesting help, seeking feedback and reflecting on applications, and access to differentiated professional development opportunities to meet their needs. Professional learning must also be an ongoing process to successfully support teachers in integrating technology.
Technology should be used as a tool to support learning and to create experiences that students find meaningful and relevant (Sheninger, 2019). Technology, when used appropriately, has the power to engage students, promote their creativity, and provide opportunities for assessments. Advantageous technology integration provides student supports for differentiation, remediation and enrichment, higher order thinking, and engagement. Successful technology integration in learning requires relevant professional development, incorporates student-centered learning and constructivist approaches, and makes use of data from assessments to guide instruction. Integrating technology into instructional activities helps students build 21st century skills. We want our students to graduate from high school with the skills and abilities desired to enter the workforce or continue their education (Moeller & Reitzes, 2011). Properly implemented technology gives students learning opportunities that promote necessary skills for success in the 21st century society.
Resources
International Society for Technology in Education. (2020). Essential conditions. https://www.iste.org/standards/essential-conditions
Sheninger, E. C. (2019). Digital leadership: changing paradigms for changing times. Thousand Oaks, CA: Corwin.
Moeller, B. & Reitzes, T. (2011). Integrating technology with student-centered learning. Education Development Center
Today’s students, 21st century learners, use technology in almost every aspect of life- from entertainment to learning to productivity. Smart devices are everywhere- there are even smart car seats that communicate with your car and phone. And schools should be using technology in ways that are compatible with life. Technology should be prevalent in education- today and from now on. My vision for the use of technology in K-12 education is to promote student-centered learning, empowered by daily technology integration in activities and assessments. Students should be empowered to make decisions about their learning, supported in their learning endeavors, and guided by teachers as facilitators. Professional development should support teachers in their efforts to incorporate technology for engaging students with material, providing quality practices and assessments, and collecting data that guides instruction. Additionally, all educators, students, and supporting stakeholders should promote safe and ethical digital learning environments for students to communicate, collaborate, think critically, and creatively solve problems.
Student-centered learning is imperative. Defined as learning in which students are active participants, student-centered learning includes what and how students learn, and how they are assessed or demonstrate mastery, guided by each student’s individual needs and abilities (ISTE, 2020). As emphasized by Sheninger (2019), digital tools can improve learning in a variety of ways, including increasing collaboration, expanding time boundaries for collaboration and thoughtful response, and enabling learning from current information and research. Game-like assessments continue to evolve and offer a variety of self, group, and class assessment modes, while other formative assessments can be employed to offer immediate feedback and opportunities for differentiation. When students are aware of learning targets, are provided with choices for learning and assessment, or even asked to provide artifacts to self-document their content mastery, engagement and authenticity provide more value in the learning process (Sheninger, 2019). Blended learning approaches can also support student-centered learning and technology integration.
Professional development is the epicenter of successful technology integration. Educators must be knowledgeable about their pedagogical approach, the technology resources and tools available to them and students, and the school goals and expectations relating to technology integration. Continuous professional development and reflection is necessary to ensure support and opportunities for teachers to learn and incorporate strategies into their classroom activities. When used effectively, digital tools can provide opportunities for innovative assessment and student ownership of learning (Sheninger, 2019). But teachers need adequate support, such as modeling of technology tools and resources, to achieve this. Teachers also need opportunities for requesting help, seeking feedback and reflecting on applications, and access to differentiated professional development opportunities to meet their needs. Professional learning must also be an ongoing process to successfully support teachers in integrating technology.
Technology should be used as a tool to support learning and to create experiences that students find meaningful and relevant (Sheninger, 2019). Technology, when used appropriately, has the power to engage students, promote their creativity, and provide opportunities for assessments. Advantageous technology integration provides student supports for differentiation, remediation and enrichment, higher order thinking, and engagement. Successful technology integration in learning requires relevant professional development, incorporates student-centered learning and constructivist approaches, and makes use of data from assessments to guide instruction. Integrating technology into instructional activities helps students build 21st century skills. We want our students to graduate from high school with the skills and abilities desired to enter the workforce or continue their education (Moeller & Reitzes, 2011). Properly implemented technology gives students learning opportunities that promote necessary skills for success in the 21st century society.
Resources
International Society for Technology in Education. (2020). Essential conditions. https://www.iste.org/standards/essential-conditions
Sheninger, E. C. (2019). Digital leadership: changing paradigms for changing times. Thousand Oaks, CA: Corwin.
Moeller, B. & Reitzes, T. (2011). Integrating technology with student-centered learning. Education Development Center