Vision & Instructional Purpose

Technology Vision

The Pickerington Local School District (PLSD) is committed to providing students with a technology rich learning environment. The Pickerington Local School District will incorporate technology as a natural part of education through an integrated, comprehensive framework to govern acquisition, application, and evaluation of technological resources to ensure that all students will have the opportunity to develop the 21st century skills necessary to be productive citizens in an information-driven, global society.

Vision

The vision of Pickerington Local School District is to provide all students with a blended learning experience with access to technology which will assist them in:

• • • showing mastery in all of the content areas 

    • increasing skills in critical thinking, collaboration, communication and connectedness

    • being prepared for the next level of education

    • successfully attaining the skills and proficiencies required of today's work force

    • improving instructional practices in and out of the classroom

In addition, all administrators, teachers, and district/school staff will use technology through a blended learning approach to effectively help students attain high standards and prepare for tomorrow's world of work.

Blended Learning

Blended Learning is a method of instruction in which a student learns at least in part through delivery of content and instruction via digital and online media with some element of student control over time, place, path, or pace. We believe that students need a rich and wide array of instructional methods.  The tools that the teacher or the student uses to learn must to be the appropriate tool.  Some tasks may require the use of technology, some tasks may require paper and pencil, some may require the student to act out their learning.  In a blended learning environment all of those tools and learning methods are significant to end goal of increasing student achievement.

Why Technology?

In the 21st century, understanding and using technology will be an integral part of virtually every aspect of daily life. It is the school system's responsibility to prepare students for this future. The classroom is the primary place where this preparation will occur; therefore, every classroom must be equipped with technology to support teaching and learning. Every teacher must be knowledgeable and skilled in the use of these technologies in daily instruction. When integrated into instruction, technology will support new strategies for teaching and learning by:

• • • addressing diverse learning styles,

    • accommodating individual learning rates,

    • encouraging cooperative learning,

    • helping students accept responsibility for their learning,

    • providing the means to communicate globally, and

    • improving academic achievement in all areas.

The use of technology in instruction changes the structure of the classroom. No longer should the teacher rely solely on the traditional lecture/seat work method of instruction. In a technology-rich, student-centered classroom, the teacher serves as a facilitator of instruction, mentor, and coach. Technology will provide a record of the student's academic history and ways to manage learning progress and activities. Teachers have the data and information needed to individualize instruction and assessment as well as make other important instructional management decisions. Through technology, teachers and students will access a wealth of materials, services, and networks throughout the state, nation, and world. Technology does not replace the teacher, but rather supports and enhances the educational process.

Technology Standards

Consistent with the Ohio Department of Education Technology standards (2017) for students, students have instruction in:

STRAND: Information and Communications Technology -  The understanding and application of digital learning tools for accessing, creating, evaluating, applying and communicating ideas and information. 

• • • Topic 1: Identify and use appropriate digital learning tools and resources to accomplish a defined task. 

    • Topic 2: Use digital learning tools and resources to locate, evaluate and use information. 

    • Topic 3: Use digital learning tools and resources to construct knowledge.

    • Topic 4: Use digital learning tools and resources to communicate and disseminate information to multiple audiences.

STRAND: Society and Technology - The interconnectedness of technology, self, society and the natural world, specifically addressing the ethical, legal, political and global impact of technology. 

• • • Topic 1: Demonstrate an understanding of technology’s impact on the advancement of humanity – economically, environmentally and ethically

    • Topic 2: Analyze the impact of communication and collaboration in both digital and physical environments.

    • Topic 3: Explain how technology, society, and the individual impact one another

STRAND: Design and Technology - Addresses the nature of technology to develop and improve products and systems over time to meet human/societal needs and wants through design processes. 

• • • Topic 1: Define and describe technology, including its core concepts of systems, resources, requirements, processes, controls, optimization and trade-offs

    • Topic 2: Identify a problem and use an engineering design process to solve the problem.

    • Topic 3: Demonstrate that solutions to complex problems require collaboration, interdisciplinary understanding, and systems thinking

    • Topic 4: Evaluate designs using functional, aesthetic and creative elements.

International Society for Technology in Education (ISTE) Technology Standards 

Additionally, Ohio has referenced the National ISTE Technology Standards for students, teachers, instructional coaches, and administrators. Is the goal of the Technology Committee to continue to advocate for more current technology standards.

ISTE Standards for Students:

• • • Empowered Learner, Digital Citizen, Knowledge Constructor, Innovative Designer, Computational Thinker, Creative  Communicator, Global Collaborator

ISTE Standards for Educators:

• • • Empowered Professional

      • • Learner, Leader, Citizen

    • Learning Catalyst

      • • Collaborator, Designer, Facilitator, Analyst

ISTE Standards for Instructional Coaches 

• • • Visionary Leadership, Teaching, Learning and Assessments, Digital Age Learning Environments, Professional Development and Program Evaluation, Digital Citizenship, Content Knowledge and Professional Growth

ISTE Standards for Administrators

• • • Visionary Leadership, Digital Age Learning Culture, Excellence in Professional Practice, Systemic Improvement. Digital Citizenship

Connection with Teaching and Learning

Technology and teaching & learning must be a close relationship.  When integrating technology in the classroom or curriculum there are a few questions that should be examined first:

• • Regardless of the technology, what’s the essential outcome the lesson?

  • How are these technology tools enhancing the curriculum?

  • What will the students do with these tools – during and after class?

  • Am I using technology in a powerful way?

  • How will the use of this technology improve my teaching?

The use of technology in the classroom should properly align with the subject/grade level’s curriculum; including standards, curriculum maps, pacing guides and assessments.  The question that teachers should continually ask is how does the use of this technology help students learn the intended outcome or curricular goal.  Technology needs to be used for an intended purpose.

SAMR Model

The District has adopted the SAMR model in assisting teachers through the process of integrating technology into their classroom and using it in powerful ways. 

SAMR is a model designed to help educators infuse technology into teaching and learning. Developed by Dr. Ruben Puentedura, the  model supports and enables teachers to design, develop, and infuse digital learning experiences that utilize technology. The goal is  to transform learning experiences so they result in higher levels of achievement for students.

The Substitution Augmentation Modification Redefinition model offers a method of seeing how technology might impact teaching and learning.  It also shows a progression that adopters of educational technology often follow as they progress through teaching and learning with technology.