Vision
Technology use in P-12 schools is advancing every day, with multiple types of technology available and further uses developed for instruction and assessment. Between STEM and STEAM, as well as project- and problem-based learning, there are multiple opportunities for teacher and student use. In moving towards increased proficiency in reading and math scores on EOG assessments, technology could and should be used for increased student engagement, as well as opportunities for students with disabilities and English language learners (Georgia Professional Standards Commission, 2010). If technology is made available to students of low socioeconomic status, inside and outside of school, this can also provide learning opportunities that may not be available otherwise.
Understanding of academic content standards as well as student technology standards can contribute to the success of technology integration in the classroom. Use of technology to support academics through project- and problem-based learning involves research-based learner-centered strategies as a form of authentic learning that engages higher order thinking skills. This type of instruction also lends itself to differentiation in that content, product, and process can be adjusted by the teacher and/or student to meet learning goals. The 4 Cs - collaboration, communication, critical thinking, and creativity - are also evident in this type of technology use through instructional design, implementation, and assessment uses (ISTE, 2019).
The digital learning environment that incorporates technology also supports the 4 Cs in that collaborative learning can reinforce use of digital tools and resources for teachers and students. These tools must engage students in meeting grade-level content standards, while expanding upon learning targets for those above and beyond proficiency. The learning environment is also a place where adaptive and assistive technology can be incorporated to support students with disabilities, as well as English language learners. Use of adaptive and assistive technology is a means of providing digital equity. An extension of the learning environment includes digital citizenship and responsibility, which includes ethical technology use and support of diverse student needs (Georgia Professional Standards Commission, 2010).
A final area of vision for technology includes provision of professional learning opportunities that allow teachers the chance to be exposed to and expand upon their personal technology proficiency (ISTE, 2019). Just as educators should use technology in alignment with content standards and student technology standards, opportunities for professional development that includes current and emerging technologies involves teacher technology standards, which supports continuous learning and professional growth and development. Professional growth and development can also give educators the chance to evaluate technology based upon how it can be used to support content learning and student needs.
Georgia Professional Standards Commission. (2010). Instructional Technology Standards. Retrieved from https://www.gapsc.com/Commission/policies_guidelines/Downloads/Instructional_Technology_Standards.pdf
ISTE. (2019). Essential conditions. Retrieved from ISTE Central:
http://www.iste.org/standards/essential-conditions
Understanding of academic content standards as well as student technology standards can contribute to the success of technology integration in the classroom. Use of technology to support academics through project- and problem-based learning involves research-based learner-centered strategies as a form of authentic learning that engages higher order thinking skills. This type of instruction also lends itself to differentiation in that content, product, and process can be adjusted by the teacher and/or student to meet learning goals. The 4 Cs - collaboration, communication, critical thinking, and creativity - are also evident in this type of technology use through instructional design, implementation, and assessment uses (ISTE, 2019).
The digital learning environment that incorporates technology also supports the 4 Cs in that collaborative learning can reinforce use of digital tools and resources for teachers and students. These tools must engage students in meeting grade-level content standards, while expanding upon learning targets for those above and beyond proficiency. The learning environment is also a place where adaptive and assistive technology can be incorporated to support students with disabilities, as well as English language learners. Use of adaptive and assistive technology is a means of providing digital equity. An extension of the learning environment includes digital citizenship and responsibility, which includes ethical technology use and support of diverse student needs (Georgia Professional Standards Commission, 2010).
A final area of vision for technology includes provision of professional learning opportunities that allow teachers the chance to be exposed to and expand upon their personal technology proficiency (ISTE, 2019). Just as educators should use technology in alignment with content standards and student technology standards, opportunities for professional development that includes current and emerging technologies involves teacher technology standards, which supports continuous learning and professional growth and development. Professional growth and development can also give educators the chance to evaluate technology based upon how it can be used to support content learning and student needs.
Georgia Professional Standards Commission. (2010). Instructional Technology Standards. Retrieved from https://www.gapsc.com/Commission/policies_guidelines/Downloads/Instructional_Technology_Standards.pdf
ISTE. (2019). Essential conditions. Retrieved from ISTE Central:
http://www.iste.org/standards/essential-conditions