My Vision Statement
As a teacher in an elementary setting, I have had the opportunity to be involved in integrating technology in my classroom. Recognizing the need to keep up with my students technologically is the most exciting challenge; even more so than acquiring the resources necessary to do so. Coming from a district where 1:1 devices is not yet a reality, I found it to be an even more exciting to devise lessons and activities to challenge my students and myself to keep up with the socially acceptable technology curve. Roblyer & Doering (2013) reminded me that I need to "be as informed and analytical as you want your students to become (10)." Within that parameter, I needed to be willing to open my eyes and see what other options I had in front of me. While reading deKoster, Juipert & Volman (2012) regarding information and communication technology, I read there is "...problematic integration on the level of the school and/or the teacher," and that, "...a range of school and teacher characteristics are mentioned as factors in technology integration, from school ICT policy and school leadership to teachers' knowledge of and attitudes towards technology (2012)." I have had to make sure that I am not the one holding my students back technologically and educationally. Could I let my attitude toward a lack of resources shape the attitudes of my students? Of course not.
When deciding how to implement technology in my classroom with 4 classroom computers, not enough hours in the computer lab available for use, and no BYOD policies in place, I was required to be creative in my means for integration. After reading from Norberg, Dziuban, & Moskal, (2011) about blended learning models, "the concept "new normal" as a phase in the digitalization of society, now about halfway complete, where technologies will not be framed as technology, but rather part of everyday life (207)," I realized that not using technology is no longer 'not an option.'
From the time that children enter this world, they are exposed to technology: videos of their birth, pictures of their first bath, their first diaper change, you get the idea, technology is inescapable. Lives are documented on Instagram and Facebook. Parents' iPhones are used as quiet toys. Babies know how to swipe an iPad before they know how to hold their first crayon. The advancements in technology are not stopping. I, as an educator of the people being brought up within the 'new normal,' need to make sure that I am aiding in, not hindering, their progress.
Distance learning and online education is the wave of the future. As educators of the future, we need to prepare ourselves for the inevitable by understanding our ever-evolving technological advances. "Educators must constantly read, and attend conferences, workshops, and meetings (Roblyer & Doering, 66)" to keep current on the trends happening in technology and how it relates to education because "knowledgeable people are as important to a technology plan as up-to-date technology resources (Roblyer & Doering, 65)."
Reference List
deKoster, S., Kuipert, E. & Volman, M. (2012). Concept-guided development of ICT use in 'traditional' and 'innovative' primary schools: what types of ICT use do schools develop?. Journal of Computer Assisted Learning, 23, 454-464.
Norberg, A., Dziuban, C. D., & Moskal, P. D. (2011). A time-based blended learning model. On the Horizon, Vol 19, Issue 3, 207-216.
Roblyer, M.D. & Doering, Aaron H. (2013). Integrating Educational Technology into Teaching (6th ed.). Boston, MA: Pearson.
When deciding how to implement technology in my classroom with 4 classroom computers, not enough hours in the computer lab available for use, and no BYOD policies in place, I was required to be creative in my means for integration. After reading from Norberg, Dziuban, & Moskal, (2011) about blended learning models, "the concept "new normal" as a phase in the digitalization of society, now about halfway complete, where technologies will not be framed as technology, but rather part of everyday life (207)," I realized that not using technology is no longer 'not an option.'
From the time that children enter this world, they are exposed to technology: videos of their birth, pictures of their first bath, their first diaper change, you get the idea, technology is inescapable. Lives are documented on Instagram and Facebook. Parents' iPhones are used as quiet toys. Babies know how to swipe an iPad before they know how to hold their first crayon. The advancements in technology are not stopping. I, as an educator of the people being brought up within the 'new normal,' need to make sure that I am aiding in, not hindering, their progress.
Distance learning and online education is the wave of the future. As educators of the future, we need to prepare ourselves for the inevitable by understanding our ever-evolving technological advances. "Educators must constantly read, and attend conferences, workshops, and meetings (Roblyer & Doering, 66)" to keep current on the trends happening in technology and how it relates to education because "knowledgeable people are as important to a technology plan as up-to-date technology resources (Roblyer & Doering, 65)."
Reference List
deKoster, S., Kuipert, E. & Volman, M. (2012). Concept-guided development of ICT use in 'traditional' and 'innovative' primary schools: what types of ICT use do schools develop?. Journal of Computer Assisted Learning, 23, 454-464.
Norberg, A., Dziuban, C. D., & Moskal, P. D. (2011). A time-based blended learning model. On the Horizon, Vol 19, Issue 3, 207-216.
Roblyer, M.D. & Doering, Aaron H. (2013). Integrating Educational Technology into Teaching (6th ed.). Boston, MA: Pearson.