Mission and Vision

In March 2020, the world of technology in education changed dramatically. Administrators, schools, teachers, parents and students were suddenly thrown into a different world that many were not prepared to enter. With little notice, learning at all grade levels suddenly changed to remote learning only. With three months left of the school year, teachers were required to continue their lessons even though many students across the country, and the world, did not have the technology at home to accomplish this task. In addition, many teachers did not have the knowledge needed to lead classes online or have the tools needed for students to collect and submit homework assignments. Today the challenge in many school districts is how to ensure students are learning at the level of in-person lessons when the option for many is still remote learning only.

Sal Khan, founder of Kahn Academy, a free online library of standards-based lessons once said, “Formal education must change. It needs to be brought into closer alignment with the world as it actually is, into closer harmony with the way human beings actually learn and thrive.” (Khan, 2012) The COVID-19 pandemic is a perfect example of why technology needs to be an integral part of all learning and why it is important to provide equitable access for all students. Having good internet connectivity, a few laptop computers, and Smartboards in every classroom is not enough for students and teachers anymore. Incorporating technology for the sake of adding technology, like in the Substitution level of the SMAR model, is not enough (Schoology, 2017). Teachers need professional development to learn how to use the technological devices and the vast array of programs that are now available. In addition, they need training on how to seamlessly integrate technology into their curriculum. Therefore, the goal of educational technology should be helping educators learn how to use technology to enhance their lessons, engage their students, and provide equitable and inclusive learning for all students.

John Dewey, a philosopher and educational writer, is known as the Grandfather of Constructivism. In the Social Activism Theory, Dewey believed that learning should be hands on and experience-based, that learning occurs through its connection with life, and that curriculum should be flexible and tailored to the needs of each student in a “pedocentric” strategy (Roblyer, 20180110). So if our main goal above is to help educators enhance their lessons, then this can be accomplished by creating lessons that are hands-on and experience-based. To help educators engage their students, the key is to create lesson plans that connect learning with real-life experiences. And finally, educators are encouraged to provide equitable and inclusive learning for all students by making their lessons tailored to the needs of each student. But a teacher needs training on how to effectively incorporate these skills into their lessons.

Now that we have identified what needs to be done, we need to now initiate the means to carry it out. Because of the digital age, the world is now much smaller than it used to be. Even without additional funding, educators can learn how to use technology in their classrooms. In the TTIPP model, teachers engage to revitalize their curriculum that re-engaged students (in particular, at-risk students) in content area learning, and has been applied to developing digital literacies by Alvermann, Hutchins, and McDevitt (Roblyer, 20180110) In addition, Professional Learning Networks (PLN) are easily accessible where educators can network with other educators to gain knowledge of programs and best practices for a variety of online programs to incorporate into their curriculum. Teachers can facilitate small group projects and presentations to allow students the ability to choose a learning path that will meet their needs. By removing the direct instruction approach and offering inquiry based learning, educators are engaging students in the lesson and helping them connect the learning to real-life. In an uncertain future of when in-person learning will return, it is imperative that educators act now to incorporate educational technology into all their curriculums.

References:

Khan, Salaman. (2012) The one world schoolhouse, Education re-imagined. Retrieved from http://net-workingworlds.weebly.com/uploads/1/5/1/5/15155460/the-one-world-schoolhouse-salman-khan.pdf

Roblyer, M. D., Hughes, J. E. (20180110). Integrating Educational Technology into Teaching, 8th Edition. [[VitalSource Bookshelf version]]. Retrieved from vbk://9780134746296 Schoology. (October 30, 2017) SAMR Model: A Practical Guide for EdTech Integration. Retrieved from https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration