Mission & Vision
The integration of educational technology is a vital component of today’s classroom environment for both students and teachers. The effective use of technology can help teachers meet the varied needs of students in the classroom and provide them with dynamic learning opportunities that enable students to engage in higher-order thinking skills and cultivate creative problem solving strategies.
In my opinion, the study of technology integration is a really a study in verbs. What are students doing?
In my opinion, the study of technology integration is a really a study in verbs. What are students doing?
Searching, reading, viewing, listening, evaluating, critiquing, analyzing, examining, learning, understanding, applying, synthesizing, collaborating, communicating, creating.
The list goes on and on.
The list goes on and on.
The use of technology in the classroom is no longer focused on consumption or passive viewing, but rather the focus is on students actively engaging in and with educational technology each and every day.
Currently, there are two competing schools of thought in the world of technology integration. One perspective, directed instruction, views the use of technology as a way for teachers to construct and deliver activities. In short, this is a teacher-centric approach to integration. In contrast, proponents of the second perspective, inquiry-based learning, assert that technology should support students in constructing their own knowledge.
Personally, I believe that there is a time and place for approaches that embrace both of these perspectives. My own personal vision aligns most closely with the inquiry-based learning perspective, but I recognize that there are many times when it is both appropriate – even ideal – to utilize technology as a method of delivery to shore up a student’s understanding of a concept.
In her text, Integrating Educational Technology into Teaching, Robyler (2016) notes that “proficient technology-oriented teachers must learn to combine directed instruction and constructivist approaches and to select technology resources and integration methods that are best suited to their specific needs” (p. 49). The ability to select appropriate tools and strategies is really at the heart of effective technology integration.
To that end, integration strategies should be selected based upon the needs of the students and the targeted learning objectives. (“How to Integrate Technology,” 2007). Teachers must take both of these factors into consideration as they craft and facilitate lessons and experiences for students.
Personally, I believe that there is a time and place for approaches that embrace both of these perspectives. My own personal vision aligns most closely with the inquiry-based learning perspective, but I recognize that there are many times when it is both appropriate – even ideal – to utilize technology as a method of delivery to shore up a student’s understanding of a concept.
In her text, Integrating Educational Technology into Teaching, Robyler (2016) notes that “proficient technology-oriented teachers must learn to combine directed instruction and constructivist approaches and to select technology resources and integration methods that are best suited to their specific needs” (p. 49). The ability to select appropriate tools and strategies is really at the heart of effective technology integration.
To that end, integration strategies should be selected based upon the needs of the students and the targeted learning objectives. (“How to Integrate Technology,” 2007). Teachers must take both of these factors into consideration as they craft and facilitate lessons and experiences for students.
Beyond simply enriching learning experiences, the integration of technology is an integral component of preparing students for tomorrow’s workplace. As we think about the kinds of jobs that today’s students will be working in, technology will undoubtedly be a key element. By integrating technology into the curriculum, teachers can leverage instructional time and provide students with relevant skills that generalize beyond the walls of the classroom and into college and career.
While the integration of technology benefits students immensely, it benefits teachers as well. Cloud-based computing makes it easier than ever for teachers to complete lesson planning and other administrative tasks digitally. In doing so, the data and information is accessible any time, any where. The ability to automate tasks that formerly monopolized their time enables teachers to shift their focus from menial administrative tasks to the art of teaching.
In conclusion, my mission is to support teachers in making instructional decisions that capitalize on the power of technology to provide students with engaging opportunities to communicate, collaborate, and produce representations of their learning.
References:
How to Integrate Technology. (2007). Retrieved August 29, 2016, from http://www.edutopia.org/technology-integration-guide-implementation
Robyler, M. (2016). Integrating Educational Technology into Teaching (7th ed.). Massachusetts: Pearson.
While the integration of technology benefits students immensely, it benefits teachers as well. Cloud-based computing makes it easier than ever for teachers to complete lesson planning and other administrative tasks digitally. In doing so, the data and information is accessible any time, any where. The ability to automate tasks that formerly monopolized their time enables teachers to shift their focus from menial administrative tasks to the art of teaching.
In conclusion, my mission is to support teachers in making instructional decisions that capitalize on the power of technology to provide students with engaging opportunities to communicate, collaborate, and produce representations of their learning.
References:
How to Integrate Technology. (2007). Retrieved August 29, 2016, from http://www.edutopia.org/technology-integration-guide-implementation
Robyler, M. (2016). Integrating Educational Technology into Teaching (7th ed.). Massachusetts: Pearson.