EDUCATIONAL TECHNOLOGY & TEACHING A VISION STATEMENT
According to Sir Ken Robinson, we are educating our students for a future we can’t yet predict (Robinson, 2006). As students face new challenges and opportunities they will need to solve complex and sometimes ambiguous problems of a rapidly changing and globalized world. To be successful in the 21st century, students must learn how to communicate, collaborate, solve problems, and embrace challenges or failure with an ability to innovate and adapt. Technology is a tool that can help to develop and foster these essential skills.
Technology has tremendous potential to help students face the demands and challenges of the coming century if we foster learning that is active, creative and iterative. When learning with technology is experiential and hands-on, children become active participants, engaged and empowered to explore their own ideas, questions and interests. Learning with technology must foster creation instead of mere consumption of information. When students create something, whether programming a robot, designing a prototype in a makerspace, collaborating with a peer to demonstrate understanding using an iPad app, or simply sharing ideas on a blog, learning becomes meaningful and serves an authentic purpose. The learning process of imagining, experimenting, creating, sharing, reflecting and modifying inspires new ideas. As Mitch Resnick describes, “This iterative learning process is ideal preparation for today’s fast-changing society in which people must continually come up with innovative solutions to unexpected situations in their lives” (Barseghian, 2016).
For technology to do more than merely reproduce traditional teaching practices and for it to have a meaningful impact on student learning now and in the future, it must be aligned with pedagogical approaches and learning goals. Teachers are often experts in their content areas, understand, and use effective pedagogical approaches and have detailed knowledge of their students as learners. Teachers already spend time considering best practices for teaching and learning. For technology integration to be effective and meaningful, teachers also need to be well-versed with new technologies and digital tools. I envision using the Technological Pedagogical Content Knowledge (TPACK) framework to empower teachers to use technology within the context of what they know best - pedagogy and content. I believe that teachers need to learn to make choices about technology integration within the context of their subject areas and pedagogical practices. As Koehler, Mishra, and Cain (2013) point out TPACK allows “teachers, move beyond oversimplified approaches that treat technology as an ‘add-on’ to focus instead, and in a more ecological way, upon the connections among technology, content, and pedagogy as they play out in classroom contexts” (p. 18).
However, before teachers can integrate technology effectively within their classrooms, they must also have confidence with and knowledge of technology. This can be achieved with a professional development model designed to meet the needs of all teachers at varying levels of understanding and leadership that fosters a mindset of growth, reflection and persistence. An on-going professional development model must be differentiated according to a teacher’s needs and provide adequate time and training for them to learn and practice the tools. Teachers should learn how to choose and evaluate relevant technologies/apps to support their individual classroom program. Peer mentors who already integrate technology effectively can serve to inspire and encourage other teachers. Ample time should also be provided and structured so teachers can share and reflect with one another on their technology successes as they move toward greater understanding, confidence and independence. As teachers begin to embrace new challenges and change, leadership must help foster a growth mindset (Dweck, 2006). When teachers are encouraged to be curious, take risks, and persevere through setbacks, they can help instill those same traits in their own students.