Vision Statement for Educational Technology
A primary
goal of K-12 education is to provide all students with a foundation of skills,
knowledge and attitudes that bestows lifelong access to future education,
training and experiences - needed OR desired. Pervasive technological
advancements have redefined the parameters of those essential basic skills and
expanded the capacities that proficient individuals must possess to partake of
future societal opportunities. Twenty-first century skills include traditional subjects such as math, history, science, language arts, etc.; but also collaboration,
self-directed learning, problem-solving, and aptitudes with technology,
communication, and global awareness (Woolf, 2010).
This necessitates a parallel shift in the teaching paradigm toward a more
process-based, digitally literate, individualized yet social, and
technology-rich learning environment. “Educational technology is the study and
ethical practice of facilitating learning and improving performance by
creating, using and managing appropriate technological processes and resources,”(Roblyer & Doering, 2013, p.5). Technology is no longer a facilitator of good
pedagogy, but an integral element of preparing students for the real world.
Technology is ubiquitous, affecting many aspects of our work, our education, our individual preferences, and our social interactions (Edutopia, 2008). While many students arrive at our institutions with tremendous technology in their hands, they often lack the requisite skills to apply it effectively to their learning and working goals. Other students enter with little to no experiences with digital information; and both typically have minimal comprehension of the economic, educational, political, communal or individual opportunities these technologies afford. Some students perceive the classroom and the role of education differently as well. Technology has given them greater potential to learn as much outside the classroom as they do inside – and with more individualized, engaging content. Education should respond to the current and emerging trends in our society and empower our students with the tools to maximize successful participation in the future, but also offer guided providence to their own strengths and interests.
Routine access to nearly unlimited information in a plethora of formats has had an impact on the way we learn and should have impact on the way we teach. Technology is rapidly evolving and requires educators “to be careful, analytical consumers of technological innovation, looking to what has worked in the past to guide their decisions and measure their expectations in the present,” ( Roblyer & Doering, 2013, p.10) People consume, create and share information from anywhere, at anytime. Students have greater access to resources for content and skill development, easier means of communication for collaboration and research, more autonomy in selecting performance products and the ability to self-publish work for real audiences (Edutopia, 2008). Similarly, teachers have more access to instructional assets including materials, collaborative communities and coaching for themselves. Thoughtful and reflective integration of technology with well-matched learning goals supported by sustainable professional development, modern hardware, persistent support and tested software are a must for successful implementation and positive student outcomes.
Finally, self-efficacy and self-regulated learning habits cannot be undervalued. The confidence and desire to learn and relearn comes from affirmative and innovative resolutions of complex, authentic problems. Technology fosters both the need for self-efficacy and the tools to acquire it. Becoming an independent learner with the ability to self-evaluate current aptitudes, to define needed knowledge and skills, and to seek new relevant experiences are crucial capacities for full participation in both society's and one's own pursuits.
Resources
Roblyer, M.D. and Doering, A.H. (2013). Integrating educational technology into teaching. (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Edutopia. (2008). Why Do We Need Technology Integration?. Retrieved from http://www.edutopia.org/technology-integration-guide-importance
U.S. Department of Education. (2010). National Education Technology Plan 2010 Executive Summary. Retrieved from http://www.ed.gov/technology/netp-2010
Woolf, B. P. (2010). A roadmap for education technology. Global Resources for Online Education. Computing Community Consortium.
Technology is ubiquitous, affecting many aspects of our work, our education, our individual preferences, and our social interactions (Edutopia, 2008). While many students arrive at our institutions with tremendous technology in their hands, they often lack the requisite skills to apply it effectively to their learning and working goals. Other students enter with little to no experiences with digital information; and both typically have minimal comprehension of the economic, educational, political, communal or individual opportunities these technologies afford. Some students perceive the classroom and the role of education differently as well. Technology has given them greater potential to learn as much outside the classroom as they do inside – and with more individualized, engaging content. Education should respond to the current and emerging trends in our society and empower our students with the tools to maximize successful participation in the future, but also offer guided providence to their own strengths and interests.
Routine access to nearly unlimited information in a plethora of formats has had an impact on the way we learn and should have impact on the way we teach. Technology is rapidly evolving and requires educators “to be careful, analytical consumers of technological innovation, looking to what has worked in the past to guide their decisions and measure their expectations in the present,” ( Roblyer & Doering, 2013, p.10) People consume, create and share information from anywhere, at anytime. Students have greater access to resources for content and skill development, easier means of communication for collaboration and research, more autonomy in selecting performance products and the ability to self-publish work for real audiences (Edutopia, 2008). Similarly, teachers have more access to instructional assets including materials, collaborative communities and coaching for themselves. Thoughtful and reflective integration of technology with well-matched learning goals supported by sustainable professional development, modern hardware, persistent support and tested software are a must for successful implementation and positive student outcomes.
Finally, self-efficacy and self-regulated learning habits cannot be undervalued. The confidence and desire to learn and relearn comes from affirmative and innovative resolutions of complex, authentic problems. Technology fosters both the need for self-efficacy and the tools to acquire it. Becoming an independent learner with the ability to self-evaluate current aptitudes, to define needed knowledge and skills, and to seek new relevant experiences are crucial capacities for full participation in both society's and one's own pursuits.
Resources
Roblyer, M.D. and Doering, A.H. (2013). Integrating educational technology into teaching. (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Edutopia. (2008). Why Do We Need Technology Integration?. Retrieved from http://www.edutopia.org/technology-integration-guide-importance
U.S. Department of Education. (2010). National Education Technology Plan 2010 Executive Summary. Retrieved from http://www.ed.gov/technology/netp-2010
Woolf, B. P. (2010). A roadmap for education technology. Global Resources for Online Education. Computing Community Consortium.