Vision Statement

students at computersInstructional technology has become an inextricable component of K-12 education, a process that began in the 1950s with the pre-microcomputer era (Roblyer & Doering, 2010, pp. 8-9).  Passing through the evolution of technology in education, mobile technologies are currently influencing learning and teaching in the classroom.  With so many tools available, classrooms have the remarkable potential of being transformed in terms of levels of engagement, personalization, efficiency, and relevancy. Because of the transformational potential of educational technology, educators need the support and tools necessary to make effective changes in their classrooms.  One way teachers can improve their use of technology is to learn about effective strategies on their own.  According to a study by Gray, Lewis and Tice (2010), 78% of teachers learn independently.  The same study indicated that 61% are prepared to integrate technology by participating in professional development activities.  In fact, one-third of teacher respondents have dedicated more than 8 hours of professional development in the past year to increasing their knowledge of instructional technology.  Most importantly, professional development needs to be available to assist teachers in making shifts toward integrating technology into their classrooms.

Educators may not be able to predict the future of educational technology, but they know that it will be different from the present (Roblyer & Doering, 2010, p. 10).

Indeed, the opportunity to improve students’ motivation and engagement, support students’ learning, and prepare students for future learning (Roblyer & Doering, 2010, p. 26) provides a “powerful rationale” for technology integration.

Gray, L., Thomas, N., Lewis, L., & Tice, P. (2010). Teachers’ use of educational technology in U.S. public schools, 2009 first look. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Dept. of Education.

Roblyer, M. D., & Doering, A. H. (2013).Integrating educational technology into teaching (6th ed.). Boston: Allyn and Bacon.

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3 thoughts on “Vision Statement

  1. Cheryl,
    Great post! Your comment “Because of the transformational potential of educational technology, educators need the support and tools necessary to make effective changes in their classroom” is right on especially within this class. I am finding this is one of the most difficult part of our school’s technology plan. Teacher’s are not adequately trained which is causing students to miss out on the potential that can happen when using these awesome tools!

  2. Cheryl,
    At my site, and even in my district, I don’t think I believe those statistics regarding how many teachers are willing to integrate technology in their classrooms. I am a tech coach for my school and my district. We have a huge percentage of teachers that shut down when put in front of technology. I hope your district and site are better.

  3. Cheryl, I really enjoyed your post. You have a lot of surprising and compelling statistics. I find it interesting that 78% of teachers learn independently. How did we get that skill set? How can we pass that skill set onto our students? Is the knowledge of learning independently tided to a love of education that continues to make teachers want to stay in the field?

    I see my school spending a lot of time and money of professional development days regarding technology integration. It is a force that is inevitably coming our way. I find it interesting to see that on average we are spending 8 hours. Sometimes it seems like significantly more. Thanks for your interesting post!

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