Technology Philosophy

My philosophy of instructional technology is constantly being shaped and challenged as technology is ever evolving.  There are three elements  at the forefront of how I believe teaching and learning should look; blended learning, collaboration and digital literacy.

 Blended learning is the intentional mix of online learning and hands-on, face-to-face learning. In an elementary classroom this is important. Young students need experiences that I feel online learning cannot provide. Examples include social interaction skills, manipulating letters in phonics or numbers in math, the physical act of handwriting, building and investigating in science. Digital natives should also build their skills and knowledge online. Important digital skills for young students include use of creation and collaboration  tools such as Google Docs or Slides, effective communication, and basic device use and knowledge.  As an educator this means developing materials with  Bloom’s, SAMR, ISTE standards, etc. in mind. Working with students to build their tech toolbox is a crucial part of blended learning (ISTE, 4.4.c., 2019). Building a toolbox will reduce cognitive overload and overwhelm. When students are comfortable using a variety of tools, they can focus on the content they are creating, much like students who have the fundamentals of writing such as letter formation and syntax, can focus on the craft of writing. 

Collaboration is another component in my evolving pedagogy. Students learn best when they are challenged to take charge of their educational formation. Instructors must create spaces where learning is possible. When I release control and let students explore and work together the learning is always more exciting (ISTE, 2.5.c., 2017).  The idea of a humming classroom with lots of student talk is not the way I was taught, or the way I taught for many years. I am learning how to balance the art of collaboration with being mindful of audio and visual stimuli that might impede a student's cognitive load. 

Finally, using multimedia and online resources responsibly allows students and teachers to expand their thinking and demonstrate their learning. The modeling I do for my students shows them digital literacy skills, and real world applications for technology (ISTE, 2.2.c., 2017). Often I do this by modeling digital and media literacy skills in the classroom through image searches, hyperlinks to articles, and responding to student work.

We cannot expect educators and students to thrive in a 21st century world without embracing and adjusting to technology. I am committed to growing each day as an elementary teacher with a technological pedagogy. I feel I have a responsibility to help other educators learn and use technology successfully (ISTE, 3.3.d.,2018). Mentoring and peer support creates system wide changes that in the end benefit our most important piece of the educational system, our students.