Educational Technology
I strongly support technology for school management and for learning. Technology must be used appropriately and not overused, but it can improve many aspects of a school, especially the classroom experience. Technology in the classroom is crucial for several reasons, including:
I have consistently worked to assist teachers in the successful implementation of educational technology. I do not believe that technology use in the classroom is a option, it is an imperative. There is no magic bullet to successful technology integration. It is very complicated. Teachers must learn how to incorporate their knowledge of pedagogy, content, and technology into a new form of knowledge called technological pedagogical content knowledge (TPCK or TPACK) and this knowledge is unique for different subjects, teaching styles, grade levels, and available technologies (Mishra & Koehler, 2006; AACTE, 2008). The other difficulty is that instructional technology is constantly changing and therefore TPACK is constantly changing. The somewhat messy solution for each teacher is continual professional development in some combination of specialist support, professional learning communities, personal experimentation, personal online learning networks, and traditional conferences. As complex as the issue of acquiring TPACK is, I still believe progress in this area should be a component of a every teacher's annual evaluation. It is key to keeping education relevant and makes it possible for teachers to address the needs of individual learners effectively.
Technology is also a critical aspect of school management. Administrators similarly must continually seek out training in an ever-changing world of new technologies. Data-based decision making and tools like Google Apps are the new normal, but new tools will continue to be developed. It is important that administrators are challenging themselves to find more efficient ways to communicate and manage information. Click here to go to my Administrative Experience page which lists the tools I am currently proficient with.
References:
AACTE Committee on Innovation and Technology (2008), Handbook of Technological Pedagogical Content Knowledge
(TPCK) for Educators. New York, NY: Routledge.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
- It improves student engagement.
- It promotes self-guided investigation.
- It creates greater opportunities for differentiation.
- It improves access and communication.
- It provides an important opportunity for students to be taught about technology as it relates to ethics, health, learning, working, entertainment, science, and the arts.
I have consistently worked to assist teachers in the successful implementation of educational technology. I do not believe that technology use in the classroom is a option, it is an imperative. There is no magic bullet to successful technology integration. It is very complicated. Teachers must learn how to incorporate their knowledge of pedagogy, content, and technology into a new form of knowledge called technological pedagogical content knowledge (TPCK or TPACK) and this knowledge is unique for different subjects, teaching styles, grade levels, and available technologies (Mishra & Koehler, 2006; AACTE, 2008). The other difficulty is that instructional technology is constantly changing and therefore TPACK is constantly changing. The somewhat messy solution for each teacher is continual professional development in some combination of specialist support, professional learning communities, personal experimentation, personal online learning networks, and traditional conferences. As complex as the issue of acquiring TPACK is, I still believe progress in this area should be a component of a every teacher's annual evaluation. It is key to keeping education relevant and makes it possible for teachers to address the needs of individual learners effectively.
Technology is also a critical aspect of school management. Administrators similarly must continually seek out training in an ever-changing world of new technologies. Data-based decision making and tools like Google Apps are the new normal, but new tools will continue to be developed. It is important that administrators are challenging themselves to find more efficient ways to communicate and manage information. Click here to go to my Administrative Experience page which lists the tools I am currently proficient with.
References:
AACTE Committee on Innovation and Technology (2008), Handbook of Technological Pedagogical Content Knowledge
(TPCK) for Educators. New York, NY: Routledge.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.