Vision
During my lifetime I have witnessed the effects of technology on the P-12 Education System. Only as a junior and senior in high school did I use a computer to do research for classes or use word processors to type papers. Moving off to college I was able to own my own personal computer and for the first time, I felt like I was a contributor to the Internet and the vast array of knowledge found within instead of just a consumer of the knowledge. The students in today’s classrooms have been exposed to technology since they were babies. While most may only use technology for entertainment purposes at home, it is the job of every educator to help them make the transition as technology consumer to a technology contributor. According to Creighton (2003), “Technology can assist with engaging students in meaningful learning and promote higher level thinking” (p. 93). Each child should be able to experience this engaging and meaningful learning on a regular basis throughout their P-12 educational career.
It is my vision for technology usage in the classroom to move past being a novel idea, to one that all teachers are expected to do on a regular basis so the students are not shocked by the idea of using technology to learn or show what they have learned. Rather, technology should be something students are shocked if they are not given opportunities to engage in learning with technology. Moss Canter is quoted as saying, “Too often, technology has promoted glitz, glamour, and graphics instead of serious learning” (Creighton, 2003, p. ix). True technology integration moves past the “frills” and becomes a way for educators to enhance a lesson or activity. By doing this, student achievement will begin to improve across the board.
In order for proper technology integration to take place, a support system must be available for teachers at all levels of readiness from pioneers and trail blazers to the resistors in each building. For any teacher to be willing to try and implement something new in their classroom, they must feel supported at the school level, but also at the district level (Knight, 2007). To accomplish this supportive climate there should be technology coaches or specialists available to all teachers at each school. If the budget is such that does not make this possible, teacher leaders should be clearly identified as experts in different technologies so that teachers do not feel alone in their attempts if something goes wrong. “Every school has trailblazers: teachers and staff who willingly venture into the unknown, such as the implementation of technology” (Creighton, 2003, p. 59). These trail blazers should be utilized and encouraged by the administration at the school and district level. Often times, these are the people that others look to as role models and consultants when they are designing new lessons and activities if they want to try something new and outside of their comfort zone. All students in grades, pre-K through twelfth, have the ability to use technology. Our job as technology leaders is to build the capacity within the students and teachers to make those opportunities a reality.
Resources
Creighton, T. (2003). The principal as technology leader. Thousand Oaks, Calif.: Corwin Press.
Knight, Jim. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, Calif.: Corwin Press.
It is my vision for technology usage in the classroom to move past being a novel idea, to one that all teachers are expected to do on a regular basis so the students are not shocked by the idea of using technology to learn or show what they have learned. Rather, technology should be something students are shocked if they are not given opportunities to engage in learning with technology. Moss Canter is quoted as saying, “Too often, technology has promoted glitz, glamour, and graphics instead of serious learning” (Creighton, 2003, p. ix). True technology integration moves past the “frills” and becomes a way for educators to enhance a lesson or activity. By doing this, student achievement will begin to improve across the board.
In order for proper technology integration to take place, a support system must be available for teachers at all levels of readiness from pioneers and trail blazers to the resistors in each building. For any teacher to be willing to try and implement something new in their classroom, they must feel supported at the school level, but also at the district level (Knight, 2007). To accomplish this supportive climate there should be technology coaches or specialists available to all teachers at each school. If the budget is such that does not make this possible, teacher leaders should be clearly identified as experts in different technologies so that teachers do not feel alone in their attempts if something goes wrong. “Every school has trailblazers: teachers and staff who willingly venture into the unknown, such as the implementation of technology” (Creighton, 2003, p. 59). These trail blazers should be utilized and encouraged by the administration at the school and district level. Often times, these are the people that others look to as role models and consultants when they are designing new lessons and activities if they want to try something new and outside of their comfort zone. All students in grades, pre-K through twelfth, have the ability to use technology. Our job as technology leaders is to build the capacity within the students and teachers to make those opportunities a reality.
Resources
Creighton, T. (2003). The principal as technology leader. Thousand Oaks, Calif.: Corwin Press.
Knight, Jim. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, Calif.: Corwin Press.