Vision
As a dedicated educator in my field, my vision is to see students and teachers thrive way beyond in their skills in academic learning and technology literacy. Every time we look up there are new technology devices and online tools so we have to be more intentional in making sure that our students and teachers are not falling behind when it comes to utilizing technology for educational purposes. In order for educators and students to become successful in the 21st century world of technology, there must be a drive for technology integration in education so that students’ academic skills continue to improve and even exceed state standards and content.
I would love to be in a position where I can support schools in using technology to meet students’ specific needs and where the implementation of research-based instructional technology strategies encourages students to participate in real world situations and collaborations. Implementing technology and using it to its fullest potential will provide students with authentic and meaningful learning experiences where they will become lifelong learners. During my experience of coaching and collaborating with teachers and students, I have seen how technology has shaped how students think, communicate and collaborate with others which is why it is imperative to provide as many technology resources, funding, and opportunities to bring technology devices for student use in school.
Technology is powerful and I strongly believe that it can empower teachers and students to engage in content, model and facilitate learning, and stand as a platform for demonstrating knowledge. “Technology can help the teacher differentiate instruction through software that assists in tracking individual students and can offer ways for students to work independently on developing their reading, writing, speaking, and listening skills” (Roblyer, p.289). As teachers reach to expand their students’ knowledge, they can depend on the support of technology to assist with monitoring student progress and creatively planning lessons that will focus on different learning skills such as reading, writing, speaking, and listening for all students including a student with a disability (SWD) and English language learners (ELL). Using assistive technology tools such as Read Works and Read & Write for Google Chrome, teachers can find more comfort in knowing that learning is still taking place for SWD and ELLs. Through the effective use of technology, teachers can enhance learning by creating a culture in the classroom where students will continuously learn, seek new knowledge, and acquire new skills.
In order to arrange for a school to meet my vision for technology use there must first be more inclusion of skilled professionals and quantifiable access to digital tools for all classrooms. This means developing a change in the way professional learning is managed for teachers. “To accelerate organizational learning, coaches can help teams establish learner-friendly team norms and introduce protocols for setting priorities, surfacing issues, solving problems, or planning implementation” (Knight 2007, p.32). During selected days each week, such as Tuesdays and Thursdays, the instructional coach (IC) and other technology savvy leaders can support teachers with integrating technology as they focus on priority standards in all general educational subjects. They can formulate a protocol in meetings that will enable teachers to respectfully voice their ideas and share resources in which they believe will most benefit the needs of their students. There can be open discussions about concerns that teachers see in their own personal classrooms and strategies that can be used for problem solving, planning, and implementing new tools as a means of support. Providing ongoing professional development with technology integration would require administrators to offer more access to digital tools and resources. The school would definitely need to look into ways of seeking more funding such as Donors Choose until the school can finally reach the goal of being 1:1 for student devices. In addition, offering programs like Bring Your Own Devices (BYOD) would be another effective way to support my technology vision in schools.
In summary, I believe that with the support of technology, many meaningful and authentic experiences can be experienced as students engage in learning each day. Having the knowledge and professional support of how to implement digital tools and resources is what will drive the usage of technology integration for all grade levels. I am looking forward to supporting teachers and students as I strive to be a partner in coaching at my school and continue to share the tools I have gained throughout my journey in the ITEC program. I am optimistic and enthusiastic about the experiences to come and all that the future has to offer.
References:
Knight, Jim. (2007). Instructional coaching: a partnership approach to improving instruction. Corwin Press: Thousand Oaks.
M. D. Roblyer & A. H. Doering. (2013). Integrating educational technology into teaching. Pearson
I would love to be in a position where I can support schools in using technology to meet students’ specific needs and where the implementation of research-based instructional technology strategies encourages students to participate in real world situations and collaborations. Implementing technology and using it to its fullest potential will provide students with authentic and meaningful learning experiences where they will become lifelong learners. During my experience of coaching and collaborating with teachers and students, I have seen how technology has shaped how students think, communicate and collaborate with others which is why it is imperative to provide as many technology resources, funding, and opportunities to bring technology devices for student use in school.
Technology is powerful and I strongly believe that it can empower teachers and students to engage in content, model and facilitate learning, and stand as a platform for demonstrating knowledge. “Technology can help the teacher differentiate instruction through software that assists in tracking individual students and can offer ways for students to work independently on developing their reading, writing, speaking, and listening skills” (Roblyer, p.289). As teachers reach to expand their students’ knowledge, they can depend on the support of technology to assist with monitoring student progress and creatively planning lessons that will focus on different learning skills such as reading, writing, speaking, and listening for all students including a student with a disability (SWD) and English language learners (ELL). Using assistive technology tools such as Read Works and Read & Write for Google Chrome, teachers can find more comfort in knowing that learning is still taking place for SWD and ELLs. Through the effective use of technology, teachers can enhance learning by creating a culture in the classroom where students will continuously learn, seek new knowledge, and acquire new skills.
In order to arrange for a school to meet my vision for technology use there must first be more inclusion of skilled professionals and quantifiable access to digital tools for all classrooms. This means developing a change in the way professional learning is managed for teachers. “To accelerate organizational learning, coaches can help teams establish learner-friendly team norms and introduce protocols for setting priorities, surfacing issues, solving problems, or planning implementation” (Knight 2007, p.32). During selected days each week, such as Tuesdays and Thursdays, the instructional coach (IC) and other technology savvy leaders can support teachers with integrating technology as they focus on priority standards in all general educational subjects. They can formulate a protocol in meetings that will enable teachers to respectfully voice their ideas and share resources in which they believe will most benefit the needs of their students. There can be open discussions about concerns that teachers see in their own personal classrooms and strategies that can be used for problem solving, planning, and implementing new tools as a means of support. Providing ongoing professional development with technology integration would require administrators to offer more access to digital tools and resources. The school would definitely need to look into ways of seeking more funding such as Donors Choose until the school can finally reach the goal of being 1:1 for student devices. In addition, offering programs like Bring Your Own Devices (BYOD) would be another effective way to support my technology vision in schools.
In summary, I believe that with the support of technology, many meaningful and authentic experiences can be experienced as students engage in learning each day. Having the knowledge and professional support of how to implement digital tools and resources is what will drive the usage of technology integration for all grade levels. I am looking forward to supporting teachers and students as I strive to be a partner in coaching at my school and continue to share the tools I have gained throughout my journey in the ITEC program. I am optimistic and enthusiastic about the experiences to come and all that the future has to offer.
References:
Knight, Jim. (2007). Instructional coaching: a partnership approach to improving instruction. Corwin Press: Thousand Oaks.
M. D. Roblyer & A. H. Doering. (2013). Integrating educational technology into teaching. Pearson