Vision
In today’s society, we are surrounded by technology. Technology has become a necessity to many people and businesses for productivity. Everywhere you look people are using tablets, telephones, laptops, and computers to communicate, create, and produce products. Technology is constantly evolving to meet our every need. It is no question that we live in a technological world.
As the use of technology increases in the world around us, our schools are at a standstill when it comes to technology use. It is sad but true that many of our school technology programs are operating at a minimum level. In many schools, technology is used for a very small percentage of the population and most commonly used for drill and practice.
Technology implementation should be led and supported by school administrators to assist classroom teachers in implementing technology tools and resources on a daily basis that will enhance classroom instruction and increase student achievement and engagement. In order to make this a reality, schools have to have administrators that, “produce a change in attitudes, feelings, thinking, behavior, and performance with individuals” (Creighton, 2003). Creighton (2003) explains, “School principals play the critical role of determining how well technology is used in our schools.” To ensure effective technology implementation in schools, principals have to lead the way. They need to assess the needs of the staff and provide hands-on and meaningful professional development that offers follow-up support to ensure sustainability (Knight, 2007).
Research shows that when technology is implemented appropriately it has a positive effect on student achievement (ISTE, 2008). In order to implement technology appropriately, schools need to integrate technology into their daily instruction aligned with state content standards. Technology should not be thought of as a separate element, but should be embedded in research-based teaching practices. By incorporating a variety of technology tools and resources to address content standards, students can participate in engaging tasks that will help them to learn to communicate, collaborate, analyze, create, innovate, and solve problems while preparing them to be 21st century learners (ITEC, 2008). Through authentic tasks and blended learning environments, the four walls of a classroom can disappear and allow students to collaborate and learn from outside audiences that were once impossible.
In many classrooms, only a few selected students have meaningful content enriched experiences using the computer. Schools need to provide equal access to technology tools and resources to all students regardless of gender, race, academic level, or socioeconomic status. “Evidence exists indicating schools are not doing enough to see that all students get the technological skills and abilities they will need in the future” (Creighton, 2003). “Research supports that the digital divide between low-income and high-income students is widening. Low-income and color students are far more likely to use computers for drill and practice than white students” (Boser, 2013). Creighton (2003) quotes, “Teachers of low-achieving classes use substantially more skills-based software, while teachers of advanced students use a mix of more sophisticated programs.” It is important for schools to make sure that technology is not used for drill and practice or busy work, but used to provide meaningful authentic tasks that are aligned to content standards for all students.
As schools diligently work to increase student achievement they must also provide students with real-life experiences for students to learn and practice using technological tools and resources. “Schools that do not routinely incorporate technology into core instruction continue to hinder students from learning and applying the tools that will be required of them beyond their formal education” (ISTE, 2008). For schools to truly prepare students to be college and career ready, it is imperative that they implement and embed technological skills in their daily lesson to guarantee success for their students in the future.
References:
Boser, U. (2013). Are schools getting a big enough bang for their education technology buck?
Center for American Progress. Retrieved from
http://cdn.americanprogress.org/wp-content/uploads/2013/06/UlrichEducationTech-brief-3.pdf
Creighton, T. (2003). The principal as technology leader. Corwin Press. Thousand Oaks,
California. International Society for Technology in Education. (2008). Technology and student achievement
– The indelible link. Retrieved from
http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf
Knight, J. (2007). Instructional coaching: a partnership approach to improving instruction.
Corwin Press. Thousand Oaks, California.
As the use of technology increases in the world around us, our schools are at a standstill when it comes to technology use. It is sad but true that many of our school technology programs are operating at a minimum level. In many schools, technology is used for a very small percentage of the population and most commonly used for drill and practice.
Technology implementation should be led and supported by school administrators to assist classroom teachers in implementing technology tools and resources on a daily basis that will enhance classroom instruction and increase student achievement and engagement. In order to make this a reality, schools have to have administrators that, “produce a change in attitudes, feelings, thinking, behavior, and performance with individuals” (Creighton, 2003). Creighton (2003) explains, “School principals play the critical role of determining how well technology is used in our schools.” To ensure effective technology implementation in schools, principals have to lead the way. They need to assess the needs of the staff and provide hands-on and meaningful professional development that offers follow-up support to ensure sustainability (Knight, 2007).
Research shows that when technology is implemented appropriately it has a positive effect on student achievement (ISTE, 2008). In order to implement technology appropriately, schools need to integrate technology into their daily instruction aligned with state content standards. Technology should not be thought of as a separate element, but should be embedded in research-based teaching practices. By incorporating a variety of technology tools and resources to address content standards, students can participate in engaging tasks that will help them to learn to communicate, collaborate, analyze, create, innovate, and solve problems while preparing them to be 21st century learners (ITEC, 2008). Through authentic tasks and blended learning environments, the four walls of a classroom can disappear and allow students to collaborate and learn from outside audiences that were once impossible.
In many classrooms, only a few selected students have meaningful content enriched experiences using the computer. Schools need to provide equal access to technology tools and resources to all students regardless of gender, race, academic level, or socioeconomic status. “Evidence exists indicating schools are not doing enough to see that all students get the technological skills and abilities they will need in the future” (Creighton, 2003). “Research supports that the digital divide between low-income and high-income students is widening. Low-income and color students are far more likely to use computers for drill and practice than white students” (Boser, 2013). Creighton (2003) quotes, “Teachers of low-achieving classes use substantially more skills-based software, while teachers of advanced students use a mix of more sophisticated programs.” It is important for schools to make sure that technology is not used for drill and practice or busy work, but used to provide meaningful authentic tasks that are aligned to content standards for all students.
As schools diligently work to increase student achievement they must also provide students with real-life experiences for students to learn and practice using technological tools and resources. “Schools that do not routinely incorporate technology into core instruction continue to hinder students from learning and applying the tools that will be required of them beyond their formal education” (ISTE, 2008). For schools to truly prepare students to be college and career ready, it is imperative that they implement and embed technological skills in their daily lesson to guarantee success for their students in the future.
References:
Boser, U. (2013). Are schools getting a big enough bang for their education technology buck?
Center for American Progress. Retrieved from
http://cdn.americanprogress.org/wp-content/uploads/2013/06/UlrichEducationTech-brief-3.pdf
Creighton, T. (2003). The principal as technology leader. Corwin Press. Thousand Oaks,
California. International Society for Technology in Education. (2008). Technology and student achievement
– The indelible link. Retrieved from
http://www.k12hsn.org/files/research/Technology/ISTE_policy_brief_student_achievement.pdf
Knight, J. (2007). Instructional coaching: a partnership approach to improving instruction.
Corwin Press. Thousand Oaks, California.