Vision
The importance of technology integration in all subject areas is vital for enhancing all students’ learning. In order to challenge all students, it is necessary to have an equal learning environment in which each student has access to a variety of technology that supports the needs of a 21st century learner. The uniformity of technology in all schools will provide a consistent learning environment, and will eliminate a transition phase caused by differing levels of technology integration in each teacher’s classroom. Integrating technology also gives the students more opportunities for learning and applying what they have learned.
The means to accomplish my vision is to take advantage of the existing digital proficiency and motivation of the students to enhance their learning. The students that are in classrooms today have grown up using computers, video games, cell phones, iPods, and other technology devices in their homes. Students are very adept at experimenting with new technology tools and are highly motivated to use any technology available to them. Teachers and administrators need to capitalize on this motivation and give students the opportunity to integrate technology into their learning. Students currently “learn from computers”, but “learning with computers” will promote higher order thinking skills, enhance collaboration skills with other students and increase student initiative (Barnett, 2002). Through the use of technology integration, students will enhance their creativity, apply existing knowledge, and further develop their communication and collaboration skills. Technology will also improve students’ evaluation, problem-solving and critical thinking skills through authentic problems. In addition, technology integration will prepare the students to be responsible leaders in their present and future digital community (ISTE, 2008).
In order to evaluate the effectiveness of technology integration, student learning should be measured by the National Education Technology Standards for Students (ISTE, 2008) in collaboration with the Georgia Performance Standards. Student-centered Learning, according to the ISTE, 2009 (International Society for Technology in Education), is “planning, teaching, and assessment centered around the needs and abilities of students,” (ISTE, 2009). Incorporation of five concepts for constructivist learning(Creighton, 2003) will support my vision for the classrooms in the future to move toward a “student-centered learning” environment.
· Concept 1-The teacher will help students establish a foundation of skills and knowledge, while allowing and encouraging them to use their creative abilities to solve real-world problems.
· Concept 2-Students and teachers will collaborate to establish the instructional strategies and content of the course.
· Concept 3-Teachers will approach instruction with two or three main ideas, rather than a list of skills. Then, the ideas are explored, rather than “covered”.
· Concept 4-Social interaction with others will play a central role.
· Concept 5-The teacher’s role will change from information provider and test creator to guide and problem and task presenter.
In addition to these concepts, there will be roles for administrators, teachers and students.Teachers will be facilitators, guides and
co-learners and co-investigators with their students. Students will become explorers, cognitive apprentices, and producers of knowledge. (Creighton, 2003) These roles will support my vision. Teachers will also use technology to differentiate for students’ learning needs and provide authentic learning experiences for their students. Students will use technology to actively engage and collaborate with other students in meaningful, challenging, and multidisciplinary tasks. Each student will take responsibility for their learning and will express their individuality and creativity through technology rich projects. Administrators will also have a role in evaluating the effectiveness of the technology. The administration should be supportive and excited about the vision, and they must also be a model and encourager for their teachers and students. Lastly, the administration needs to assess the use of technology through rubrics, writing samples, student artifacts and/or portfolios (Barnett, 2002).
In conclusion, my vision of technology integration to support all student centered learning is a critical component that must be included in all subject areas in the future. Students, teachers and administrators collaborating towards this vision will prepare our students to become responsible and productive users of technology tools. In so doing, this will also prepare our students for life, their career, and learning after they graduate from high school. By focusing on student centered learning to further develop the student’s individual abilities, an engaging environment will be created which encourages all students to become life-long learners in a technologically-advanced world.
References
Barnett, Harvey (2002). Making Sure Technology Pays Off (Presidia Presentation) Retrieved
from http://portical.org/barnett_intro.html
Barnett, Harvey (2002) Making Sure Technology Happens in the Classroom (Presidia Presentation) Retrieved from http://portical.org/barnett_intro.html
Creighton, T. (2003). The Principal as Technology Leader. (p.44-51, p.72-75) California: Corwin Press Inc.
Williamson, J., & Redish, T. (2009) ISTE’s Technology Facilitation and Leadership Standards, What Every K-12 Leader Should Know and Be Able to Do. (p. ) Eugene, OR: International Society for Technology in Education.
Essential Conditions (2008). National Education Technology Standards for Students (NETS-S)). Retrieved October 24, 2010 from
http://www.iste.org/standards/nets-for-students/nets-for-students-essential-conditions.aspx
The means to accomplish my vision is to take advantage of the existing digital proficiency and motivation of the students to enhance their learning. The students that are in classrooms today have grown up using computers, video games, cell phones, iPods, and other technology devices in their homes. Students are very adept at experimenting with new technology tools and are highly motivated to use any technology available to them. Teachers and administrators need to capitalize on this motivation and give students the opportunity to integrate technology into their learning. Students currently “learn from computers”, but “learning with computers” will promote higher order thinking skills, enhance collaboration skills with other students and increase student initiative (Barnett, 2002). Through the use of technology integration, students will enhance their creativity, apply existing knowledge, and further develop their communication and collaboration skills. Technology will also improve students’ evaluation, problem-solving and critical thinking skills through authentic problems. In addition, technology integration will prepare the students to be responsible leaders in their present and future digital community (ISTE, 2008).
In order to evaluate the effectiveness of technology integration, student learning should be measured by the National Education Technology Standards for Students (ISTE, 2008) in collaboration with the Georgia Performance Standards. Student-centered Learning, according to the ISTE, 2009 (International Society for Technology in Education), is “planning, teaching, and assessment centered around the needs and abilities of students,” (ISTE, 2009). Incorporation of five concepts for constructivist learning(Creighton, 2003) will support my vision for the classrooms in the future to move toward a “student-centered learning” environment.
· Concept 1-The teacher will help students establish a foundation of skills and knowledge, while allowing and encouraging them to use their creative abilities to solve real-world problems.
· Concept 2-Students and teachers will collaborate to establish the instructional strategies and content of the course.
· Concept 3-Teachers will approach instruction with two or three main ideas, rather than a list of skills. Then, the ideas are explored, rather than “covered”.
· Concept 4-Social interaction with others will play a central role.
· Concept 5-The teacher’s role will change from information provider and test creator to guide and problem and task presenter.
In addition to these concepts, there will be roles for administrators, teachers and students.Teachers will be facilitators, guides and
co-learners and co-investigators with their students. Students will become explorers, cognitive apprentices, and producers of knowledge. (Creighton, 2003) These roles will support my vision. Teachers will also use technology to differentiate for students’ learning needs and provide authentic learning experiences for their students. Students will use technology to actively engage and collaborate with other students in meaningful, challenging, and multidisciplinary tasks. Each student will take responsibility for their learning and will express their individuality and creativity through technology rich projects. Administrators will also have a role in evaluating the effectiveness of the technology. The administration should be supportive and excited about the vision, and they must also be a model and encourager for their teachers and students. Lastly, the administration needs to assess the use of technology through rubrics, writing samples, student artifacts and/or portfolios (Barnett, 2002).
In conclusion, my vision of technology integration to support all student centered learning is a critical component that must be included in all subject areas in the future. Students, teachers and administrators collaborating towards this vision will prepare our students to become responsible and productive users of technology tools. In so doing, this will also prepare our students for life, their career, and learning after they graduate from high school. By focusing on student centered learning to further develop the student’s individual abilities, an engaging environment will be created which encourages all students to become life-long learners in a technologically-advanced world.
References
Barnett, Harvey (2002). Making Sure Technology Pays Off (Presidia Presentation) Retrieved
from http://portical.org/barnett_intro.html
Barnett, Harvey (2002) Making Sure Technology Happens in the Classroom (Presidia Presentation) Retrieved from http://portical.org/barnett_intro.html
Creighton, T. (2003). The Principal as Technology Leader. (p.44-51, p.72-75) California: Corwin Press Inc.
Williamson, J., & Redish, T. (2009) ISTE’s Technology Facilitation and Leadership Standards, What Every K-12 Leader Should Know and Be Able to Do. (p. ) Eugene, OR: International Society for Technology in Education.
Essential Conditions (2008). National Education Technology Standards for Students (NETS-S)). Retrieved October 24, 2010 from
http://www.iste.org/standards/nets-for-students/nets-for-students-essential-conditions.aspx