Wednesday, January 29, 2014

EdTech 541: Vision Statement




Technology Integration Vision Statement
From C to Shining C: In Support of Technology-Enhanced Education


Technology is an indicator of change, indeed of progress.  It is the byproduct of our desire to solve problems, invent useful objects, entertain, and streamline our behaviors.  The integration of technology into our K-12 classrooms is certainly nothing new. Pencils and abacuses were once innovations in their time, and their purpose was to make learning more effective and efficient.  The same can be said for computers, social media, and online learning platforms.  These and other technologies are entering classrooms at an increasing rate and on a global scale due to the support of teachers, students, administrators, parents, lawmakers, and community stakeholders. The efficiency and effectiveness of educational technology on teaching and learning cannot be ignored.  However, more than that, technology is transforming the purpose of schools, the nature of the classroom, and the roles of teachers and students in innovative and welcome ways.

It is imperative that schools not only embrace but advocate technology-enhanced instruction because it has proven to yield improvements in students’ motivation and skill application, is able to address students’ individual needs, and creates an atmosphere of lifelong learning. Gone are the days of lecturing and memorization as a primary means of knowledge transmission. The goal of modern schooling is not simply to connect the dots.  Rather, it is to create hard-working, collaborative, thoughtful, and innovative 21st century learners.  Our students are “digital natives” because they have grown up in a “wired world”.  Information technology’s ubiquity is unquestionable and unwavering. Our role, then, is to “help young people learn how to use [it] more responsibly, reflectively, and effectively in different areas of life” (Jerald, 2009, p. 45).  In doing so, we are promoting the following great big “C’s” of efficient and effective learning.


Students
Citizens of the 21st Century

According to the P21 Organization (Partnership for 21st Century Skills), to be successful in the modern workforce and in life, students need knowledge and skills that go beyond the classic 3 R’s. They must also “learn how to learn”, think creatively, and reason effectively (Roblyer & Doering, 2013, p. 26). Information literacy, media literacy, and ICT literacy are areas of expertise that students must know how to access, use, manage, create, evaluate, and apply (P21, 2009, p. 5).  Educational technology can make these literacies interesting, authentic, and achievable.  In addition, technology can address other essential objectives of 21st century learning, which are summarized by the following C’s:

Creativity – Digital technologies enable students to think and create in innovative ways.  They can easily ask “what if” questions, test theories, design models, and construct products that reflect their learning of content and process.  The pride that comes from sharing a unique and thought-provoking project is also motivating to the learner.

Collaboration – Students are eager to work cooperatively on multimedia projects and project-based learning experiences that feature technology.  Learning as a team, they divide roles according to their interests and talents, share responsibility in a diverse environment, and communicate clearly and respectfully with each other.

Communication When students are sharing their work with a broad and authentic audience, they are more concerned with putting forth their best effort (Roblyer & Doering, 2013, p. 25).  Publishing work to a personal website, for example, increases interest and motivation and adds a real-life connection to a learning task.  Using digital tools, students can create media to communicate particular messages that are tailored to specific audiences.  Technology can aid them in “articulat[ing] thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts” (P21, 2009).

Critical Thinking – Technology can assist students in developing problem-solving abilities to tackle novel or perplexing situations.  They need to be able to use higher-order critical thinking skills to reason effectively, use systems thinking, make judgments and decisions, and solve problems (P21, 2009). Students can digitally manipulate variables, explore simulations, and connect ideas graphically with software and apps that promote complex project-based learning.

Career-Readiness – Other 21st century learning skills put forth by P21 include flexibility and adaptability, initiative and self-direction, social and cross-cultural skills, productivity and accountability, and leadership and responsibility (P21, 2009).  Other literacies include Global awareness, Financial, economic, business and entrepreneurial literacy, Civic literacy, Health literacy, and Environmental literacy.  These learning goals can all be achieved through a technology-enhanced program that aims to create real-world contexts and scenarios.  This in turn makes students more flexible and better equipped to enter a career with a toolkit of relevant knowledge.  What they have learned in school is practical, not theoretical.  The types of projects, resources, and materials they have used are present in variety of professions.  Educational technology in their schooling has clearly helped prepare them for the next step.

Consider this example from Craig D. Jerald’s publication “Defining a 21st Century Education”:

In 2006, the Conference Board surveyed 431 employers about the skills they believed most important for new entrants to succeed in the workplace. The survey asked about “basic skills” related to school subjects like reading, math, science, and social studies as well as “applied skills that enable new entrants to use the basic knowledge acquired in school to perform in the workplace.” The results showed that while employers still view basic skills like reading comprehension to be fundamental to success on the job, some broader competencies—such as the ability to communicate, collaborate, thinking critically, and solve problems—are considered even more valuable. In addition, when the survey asked employers to look into the near future, four applied skills topped the list by a comfortable margin—critical thinking and problem solving; applying information technology; teamwork and collaboration; and creativity and innovation. (Jerald, 2009, p. 46)


Teachers

Constructivism Technology can foster a constructivist approach to instruction, wherein the teacher serves as facilitator and the students are responsible for creating their learning (i.e. the process of learning uncovers knowledge).  Hands-on, inquiry-based activities are directly in line with the purpose of many educational technologies.  In a constructivist classroom, video-based scenarios, graphic tools, instructional games, website projects, and simulations can foster creating problem-solving and metacognition, can help build mental models and increase knowledge transfer, can foster group collaboration skills, and can allow for multiple intelligences (Roblyer & Doering, 2013, p. 50).

Captivating – If we engage their interest and evoke the joy in learning, our students will be more motivated and primed to recall the information and skills they learn in our class.  Educational technology, such as multimedia, can put the “wow factor” into any lesson.  It can help both teachers and students make intricate models or representations of invisible events come to life in visually exciting ways.  This also means learning is more authentic and connected to the real world by eliminating some of the abstract or theoretical.

Collecting Data Teachers must constantly seek to improve their craft by collecting, analyzing, and modeling data they receive from student outcomes. The National Education Technology Plan 2010 encourages teachers to use measure student achievement in more complete, authentic, and meaningful ways.  “Technology-based learning and assessment systems will be pivotal in improving student learning and generating data that can be used to continuously improve the education system at all levels.” (NETP, 2010, p. 7).  With accessible technology, teachers can design innovative and effective assessment options and track results with efficient database tools.

Connectivity Not all expertise, research, and data can be found within one school.  Educational technologies such as the Internet, blogs, and online courses (such as MOOC’s) widen the frontier of professional information exchange and enhance our database of collective knowledge.  This is the ultimate in teacher collaboration. “Technology will help us execute collaborative teaching strategies combined with professional learning that better prepare and enhance educators’ competencies and expertise over the course of their careers” (NETP, 2010, p. 7).

Capabilities – Students who need extra support or enrichment opportunities are able to complete tutorials or distance learning courses that go beyond the walls (and limitations) of the school and its teaching staff.  Technology also assists students who may have learning or physical disabilities that require adaptations to gain access to information and achieve success. Digital tools for accommodating impairments to vision, hearing, and manual dexterity give all students equal access. For these reasons, technology infusion is often a Cost-effective option for schools that are balancing budgets and resources but still keeping individualized instruction at the forefront of their mission.

Convenience Technology in the form of online, self-directed learning means that students are able to learn at own pace.  Instead of rushing through a sequence of objectives the whole class is expected to master at once, online learning allows students to master content in their own time before moving on.  If a student misses school or needs review, teacher communication, resources, and opportunities for practice are a few clicks away. By supporting focused and individualized skill practice, many software products offer privacy and immediate feedback that students prefer (Roblyer & Doering, 2013, p. 25).  Educational technology use is also convenient in that it helps students focus on high-level skills by eliminating low-level or repetitive skills (such as writing by hand, looking up a work in a dictionary, or adding up numbers) (Roblyer & Doering, 2013, p. 25). This kind of time and effort-saving means class time can be spent achieving more varied objectives.

Conscientious Consumer Consumable materials can be replaced by paperless, digital copies of worksheets, textbooks, display boards, posters, and reports.  This is also beneficial because it is easy to access up-to-date, rare, or primary source materials.  Increasing, many teaching resources are available free of charge as well (through the OpenContent movement).  Educational technology can support environmental awareness and conservation while keeping materials current, relevant, and accessible.

Cultural Change Access to technology in school decreases the “digital divide” in our society.  For various reasons, gender, ethnicity, and socioeconomic status have traditionally created impediments to access and understanding of technology, which has put minority groups at a disadvantage.  This cultural trend can change, however.  Giving all students opportunities to explore traditional and emerging digital technologies at an early age ensures a greater population will be confident in their use of these items in social, educational, and professional contexts in later life.

* * * * *

The preceding great big “C’s” of technology integration in the classroom should encourage any school to adopt policies and resources that allow for its seamless incorporation. “Seamless integration is when students are not only using technology daily, but have access to a variety of tools that match the task at hand and provide them the opportunity to build a deeper understanding of content” (Edutopia, 2007).  Students and teachers will experience the benefits as outlined above if technology use is routine, accessible and available, supports curricular goals, and helps the students reach their goals (Edutopia, 2007).  Creating a 21st century school means adopting 21st century learning habits and viewing technology as progress.



References

Edutopia. (2007). What is technology integration? Retrieved from http://www.edutopia.org/technology-integration-guide-description

Jerald, C. D. (2009). Defining a 21st century education. Center for Public education. Retrieved from http://www.cfsd16.org/public/_century/pdf/Defininga21stCenturyEducation_Jerald_2009.pdf.

Partnership for 21st Century Skills. (2009). P21 Framework Definitions. Retrieved from http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf

Roblyer, M. D., & Doering, A. H. (2013). Integrating Educational Technology into Teaching (6th ed.). Boston: Allyn and Bacon.

 U.S. Department of Education. (2010) National Education Technology Plan 2010 Executive Summary. Retrieved from http://www.ed.gov/technology/netp-2010.

 ~ Extra Credit Illustrated Slideshow ~

No comments:

Post a Comment