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Transformation 2:
Learn & Build as a team
Transformation 1:
Educators control technology.  Technology does not control educators.

I would like the educators to transform their understanding of the manner in which technology leaders propagate educational technology.  I’d like educators to consider technology leaders as those who understand the learning process and can help guide educators toward technologies that solve educational problems, serve as platforms for meaningful learning and save educators time in everyday tedious tasks that can be better utilized in working directly with students.  I want educators to re-work their perception of technology from a juggernaut they are inevitably forced to attempt to master, to the idea that technology is just a bunch of tools that can be easily picked up to produce higher quality products and save time and energy. 

I want educators to work on building ed tech artifacts and ed tech lesson plans as a team.  The artifacts and lessons that are developed can be used by an entire team, or department, such as math, social studies or science, so that each newly constructed artifact and lesson belongs to the collective group.

I want educators to understand the need of ed tech to build 21st century skills, not just to be fancy,  but so high school graduates are prepared for college and college graduates are prepared for careers.

I would like to see educators seek out technology that solves real problems and promotes deep learning in learners with the help of a Personal Learning Network.  There are two benefits here.  Educators learn to evaluate the applicability of technology and are comparing, sharing and getting inspired with others.

Transformation 4:
Necessity of 21st century skills
Transformation 3:
Evaluate the effectiveness of technology with a PLN

Part 2 

Outline of the Transformation:

Changing Minds & Technique

 

The transformation will begin with my behavior, as a Technology Leader, and the structure of technology leadership, which will in turn transform the way educators will approach, develop and maintain educational technology in the classroom.

 

While all the facets of understanding are important, the most significant facets for this project are Explanation, Application and Self-KnowledgeExplanation:  It’s crucial to the process to be able to understand and justify the existence of educational technologies as vehicles for deep and meaningful learning in the classroom.  Application:  In this quest to develop appropriate ed tech to be used in the classroom, I think it’s important for educators to be able to discern which technologies support standards and GLCEs in lessons and construct ed tech lessons to directly coincide.  Self-Knowledge:  Being fully immersed in the mission to create meaningful and valuable ed tech artifacts and lessons also requires the ability to reflect on the effectiveness of the technology and assess student learning as a result of the ed tech, making adjustments and refinements accordingly.

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