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Principles of Good Practice 3.0

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1.0, 1.0n, 2.0, 3.0, 3.1, 3.2, SB, 4.0, 4.1, 4.2, 5.0, NAIS.


This is a draft of Principles of Good Practice for Technology being written by an NAIS committee: The NAIS Technology Task Force on 21st century Curriculum and Technology. We welcome your comments on the discussion page. The draft approved by the committee will be sent to the NAIS board for adoption.--Albert Throckmorton, task force chair.


PREAMBLE Technology is an inevitable and ubiquitous part of today's society and offers unique opportunities that require us to reframe how we teach and learn. Technology in schools is most often defined as the infrastructure, hardware and software that supports curriculum, administration, and communication. Schools are expected to respond to rapid changes in technology and to those changes technology has made in today’s world. These principles offer crucial guidelines for administrators, teachers, and technology staff in planning and managing the role of technology in a rapidly changing environment.

NAIS 21st Century Curriculum & Technology Task Force

Leadership compare to 2.0

  1. The school employs technology to support its mission and goals.
  2. The school clearly articulates why it uses educational technology.
  3. The school’s senior administrative team includes the key IT leader.
  4. The school provides faculty, staff, and students equitable access to technology.
  5. The school addresses technology as an essential element of its short- and long-term planning.
  6. The school includes technology in its regular review of programs.
  7. School leadership makes sustainable long-term plans for financing school technology commitments.
  8. School principals, curriculum leaders, and professional development leaders are actively involved in the development, implementation, and evaluation of technology integration goals.
  9. Educators recognize that technology integration requires supported risk taking and significant planning and alters the use of instructional time.

Teaching and Learning compare to 2.0

  1. Educators employ technology to help better meet the range of learning styles and abilities and life experiences of their students.
  2. Educators employ technology to prepare students to be lifelong learners and to be part of a global community.
  3. Educators recognize that technology can fundamentally tranform the nature of the relationship between teacher and learner.
  4. Educators recognize that technology can create learning opportunities for students that would not otherwise be possible.
  5. Students use technology to acquire information fluency and other skills essential for life in the 21st Century.
  6. Students use technology in authentic hands-on ways.
  7. Educators employ technology as an essential tool of 21st Century teaching practices. (including critical thinking, collaboration, problem solving, information fluency, communication, flexibility, and creativity)
  8. Educators introduce and use developmentally-appropriate technology.
  9. Educators integrate meaningful technology across the curriculum.
  10. The school educates students, teachers, and parents about the safe, ethical, and appropriate use of technology resources.

Professional Development compare to 2.0

  1. The school recognizes that the single most important factor in technology integration is the teacher.
  2. The school requires educators to acquire and demonstrate essential technology skills and proficiencies and creates systems to ensure that these skills are acquired.
  3. Educators seeks out opportunities to learn technology and implement best technology practices for their discipline.
  4. The school includes technology integration as an essential component of its professional development and provides the necessary time and resources for it.

Infrastructure and Administrative Operations compare to 2.0

  1. The school uses technology to improve the efficiency of administrative operations.
  2. The school has adequate technology staffing and infrastructure appropriate for its size and operations.
  3. The school has identified procedures to insure the integrity of its information systems
  4. The school provides a stable and secure network and timely support for computer issues.

Other Proposed Products and services

  1. NAIS conference session directed to heads to unpack the PGP
  2. Independent School magazine article or NAIS monograph about What is a 21st century learner? What are those skills? What are those tools? A visionary statement to answer the most obvious question that the PGPs will raise
  3. What needs to be included in New Head Training?
  4. Evidences, preconditions, component of a 21st century technology-rich environment that is dated and updated every 2 years.
  5. Appendix A: what technology is developmentally appropriate for which age?
  6. Independent school technology Benchmarks and Standards
  7. A workshop that prepares educators to assume the role of technology director. The multi-day format could take participants through a detailed look at all the elements of the PGP (infrastructure, leadership, integration, support, budgeting, professional development, etc.)

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