Providing More Technology Training For Teachers

Technology of the past 20 years has become a focal point of teaching and learning. As a teacher, it is my job to facilitate the learning for an individual by creating an environment that not only conducive for learning, but also places the child in a position to discover and learn them for themselves. Technology has given teachers to opportunity to take learning beyond the classroom, and has begun to reshape their role in the learning process.

Technology in the classroom is important for teachers, parents, and students alike, because technology use has become a necessary skill for survival in today’s vastly expanding technology driven global economy. Research has shown an increase in student’s success rates when exposed to technology in the classroom. Also technology has opened lines of communication between educators and parents to keep students on track, and help teachers educate better.

This paper is a personal technology plan that includes my personal philosophy on integrating technology in the classroom as well as my professional goals concerning technology in the classroom. My Mission and Vision Statement are included as well as a plan for communications, integrating technology, software to support assessment, and technology ethics for a strong guideline in the classroom. Although this plan will need to be revised as advances in technology are made this is strong ground work that I can build on as a professional educator. Using this plan I can ensure that my students are using the latest

The Board of Education for the Rowan Salisbury Schools are fully aware of how twenty-first century technologies can affect the manner in which our teachers teach and our students learn. It is the goal of the district to provide a safe and nurturing atmosphere that is technologically rich. Providing every student and employee with access to these tools is meant to enhance and improve the learning experience that will ultimately improve the academic achievements of all of our students. The use of the District’s resources are not a right, but come with responsibilities for proper care and use of all district owned technology. The Board also reserves the right to place restrictions on the proper care and use of its devices.

The biggest problem with today’s education is how rapid technology is advancing. So rapid, in fact, that schools are attempting to keep up, but are sadly falling short. Teachers are being required to incorporate new technology into their everyday methods of teaching. The use of IPads or laptops in classrooms can be helpful to both teachers and students(edreform online classes)”. If a teacher is not overly familiar with the new devices, then the students will lose what little time they have to learn. As a teacher is attempting to fix technical problems in one class, the class that has a tech savvy teacher will be advancing far ahead. On the other hand, if a classroom is full of students who are very unfamiliar with the technology will have to be taught how to operate it, which wastes valuable time. In today’s society technology usage is so much more widespread than it was just five years ago. The new toys can allow schools to broaden their curriculum. Since most work can be done on a single device, kids can work at their own pace and potentially reach heights they could never reach with book, pen, and paper. The benefits of this new tech greatly outweigh the downsides. The biggest problem with technology in classrooms is their lack of use. So few schools have jumped on board with these programs, and therefore are holding their kids back. These products are readily available, but “the use of new technology

The first component of this multiyear plan is to create the short-term goal of assessing and improving accessibility of technology because “Inadequate access to and/or underutilization of instructional technology impedes students’ learning” (Ford & Moore, 2013, p. 407). The “digital divide” that exists among schools is a notable factor and this could help narrow the disparities among student achievement (Ford & Moore, 2013). Therefore, in a two-month timeframe, administrators and the school leadership team would determine the infrastructure of existing technology and analyze funding options for immediate and future needs. This strategy not only enhances the equitable use of technology in the classroom; which affects the school’s accountability ratings, it also provides an evaluation tool to document student achievement. The next step involves the principal collaborating with the Information Technology (IT)

In “Technology in Today’s Classroom: Are You a Tech-Savvy Teacher?”, Stephanie Hicks successfully argues, using primarily logical evidence, that teachers should integrate technology into education. Hicks begins by stating, “In today’s classroom technology abounds and students are extremely tech savvy,” using this claim to justify the need for teachers to implement the use of technology (188). Her statement regarding students and their technological knowledge logically introduces the argument because of its easily observable nature. In addition, because students have a sense of familiarity and experience with computers, it follows that the use of such technology would suit their educational needs. Hicks begins her argument by countering the

The context of my leadership and knowledge of digital learning is comprised of ten years of experience as the media specialist in two different high schools. When I first became a high school media specialist in 2006 our system was using Windows 98. The computer labs, of which there were two, were intended for basic Internet research and word processing. At this time using digital tools for education was a new concept. In 2008, our county purchased mobile laptop carts for classroom use that were web enabled. This coincided with an opportunity for me to attend our state wide media conference. A new focus for this conference was the incorporation of digital tools in the classroom. From

Across the United State, large sums of money are invested to integrate new technologies in schools (Al-Zaidiyeen, Mei & Fook, 2010). Data suggest that educational technology (ET) expense will continue to rise at a steady pace (Johnstone & Poulin, 2010). Schools tend to lack an understanding of important factors that improve the use and adoption of ET in the classroom. Urban schools in particular have worked to improve access to technology in the classroom by closing the digital divided. However, as Peggy Ertmer and Anne Ottenbreit-Leftwich (2010) suggest, ET is not being adopted or used to support the kind of instruction that is required to help students in urban schools. Ertmer and Ottenbreit-Leftwich, suggest that teacher mindset must change

The rapid and constant pace of change in technology is creating both opportunities and challenges for schools. The opportunities include greater access to rich, multimedia content, the increasing use of online course taking to offer classes not otherwise available, the widespread availability of mobile computing devices that can access the Internet, the expanding role of social networking tools for learning and professional development, and the growing interest in the power of digital games for more personalized learning. At the same time, the pace of change creates significant challenges for schools. To begin with, schools are forever playing technological catch up as digital innovations emerge that require upgrading schools’ technological infrastructure and building new professional development programs. Some schools have been adept at keeping up with those changes, while many others are falling far behind, creating a digital divide based largely on the quality of educational technology, rather than just simple access to the Internet. The rapid evolution of educational technologies also makes it increasingly challenging to determine what works best. Longitudinal research that takes years to do risks being irrelevant by the time it is completed because of shifts in the technological landscape. The iPad, for instance, became popular in schools soon after it was released and well before any research could be conducted about its educational effectiveness.

The school has a commitment to provide a digital learning community which compliments teaching strategies. Enclosed in this essay is a 2013-2016 long-range technology plan that extends beyond the number of computers, wireless access areas, and network servers. The plan serves as a way to infuse technology into the everyday classroom, improve student engagements and enhance strategies for instruction. The Technology plan includes a background, curriculum ad technology, the latitude to learn and learning technology goals, objectives, strategies and timelines. The school captured the goals of teachers, technology specialists, parents, students and other stakeholders. The principal held design/strategy meetings to identify values about learning and technology in the school.

As we navigate through the 21st century, technology in the classroom is becoming further predominant. iPads are replacing our textbooks, and we can research any desired topic on our smartphones. The impact that technology has had on today’s schools has been utterly momentous. Educators have now seen firsthand the numerous benefits of technology in the classroom. According to a study by IT Trade Association CompTIA, around 75 percent of educators have come to the conclusion that technology has a positive impact on the education process. Educators have also recognized the significance of developing these technological skills in students so they will be prepared to enter the workforce after they graduate (Cox). By incorporating technology in the classroom, teachers are setting our students up for a successful life outside of school. The increase of technology has even changed how teachers teach along with how

Education is one of the most important professions in the working world. Technology has done many things for us in today’s society especially for education and schools. Technology in the school system has impacted the students and teachers in many positive ways, including virtual field trips, testing tips, teacher resources, class web sites, and lesson plans. With computer use in our schools, we have access to many different sources and various types of learning.

Jane Healy presented a strong argument encouraging others to pay attention to technology in schools and its impact on teaching and learning. She stated that her ideas about technology have changed over the years to now becoming a “cautious critic.” She argues passionately that technology will not solve our educational systems issues, cautions against the capitalistic consumerism of purchasing products, the pros and cons of computer use, and whether or not technology provides better support in the classroom rather than a strong teacher.

The education world has been greatly influenced by rapidly changing technology and the increasing availability of information. Schools have advanced by leaps and bounds when it comes to incorporating technology into the learning environment, however, many more advances need to be made. In all areas of the country, educators are trying to help students keep up with technology, but there are more changes that are essential for preparing the next generation for the future.