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Principles of Good Practice 3.1

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For a clean version of this page (without editing marks) see: Principles of Good Practice 3.2

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.

Technology is a ubiquitous part of today's society and increasingly pervades our students' lives. Technology in schools is most often defined as the networked hardware, software, and online resources which support 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 increasingly powerful tools offer a variety of educational capabilities which can improve teaching and learning. Independent schools are on the forefront of integrating these tools into a robust and personalized educational experience. The principles below offer crucial guidelines for administrators, teachers, and technology staff in planning and managing the role of technology in a rapidly changing environment.


Leadership

  1. The school employs technology to support its mission and goals. The school regularly evaluates its use of technology to support its mission, goals, and program.
  2. School leadership builds widespread consensus for, and clearly articulates in both short and long-term planning, why the school uses educational technology.
  3. School principals, curriculum leaders, and professional development leaders are actively involved in the development, implementation, and evaluation of technology integration goals.
  4. The school’s senior administrative team includes the key IT leader, and the team "models the routine and effective use" of technology.
  5. The school provides faculty, staff, and students equitable access to technology which "enables and empowers" them to achieve learning and productivity goals.
  6. The school addresses technology as an essential element of its short- and long-term planning. (moved to #2 above)
  7. The school includes technology in its regular review of programs. (included in #1 above)
  8. School leadership makes sustainable long-term plans for financing school technology commitments.
  9. Educators The school recognizes that technology integration requires supported risk taking, significant planning, and alters the use of instructional time.
Consider NETS language "The school fosters and nurtures a culture of responsible risk-taking which promotes innovative integration of technology."

Teaching and Learning

  1. Educators research, evaluate, and employ technology to support instruction and better meet the range of learning styles, abilities, and life experiences of their students.
  2. Educators use developmentally-appropriate technology to advance "learner-centered environments" which promote information fluency, thinking skills, and "problem-solving."
  3. Educators employ embrace "collaborative, technology-enriched," project-based learning to prepare students to be lifelong learners and to be as part of within a global community.
  4. Educators recognize that technology can fundamentally tranform the nature of the relationship between teacher and learner.
  5. Educators recognize that technology can create learning opportunities for students that would not otherwise be possible.
  6. Students use technology to acquire information fluency and other skills essential for life in the 21st Century. (included in 2 and 3 above now)
  7. Students use technology in authentic hands-on ways the classroom which supports curricular goals.
  8. Educators employ technology as an essential tool of 21st Century teaching practices. (including critical thinking, collaboration, problem solving, information fluency, communication, flexibility, and creativity) (now included in #2 and 3)
  9. Educators introduce and use developmentally-appropriate technology. (now in #2)
  10. Educators integrate meaningful technology across the curriculum to advance student literacy with information, media, numbers, and ethics.
  11. The school educates students, teachers, and parents about the safe, healthy, ethical, legal, and appropriate use of technology resources.
Consider Will Richardson's language: Educators focus on curricular goals, not technology: “Always start with the question, ‘So what do you want to do?’ not ‘What do you want to do with this technology?’

Professional Development

  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. The school "maintains a process" by which educators acquire and demonstrate essential technology skills and proficiencies.
  3. Educators seek out opportunities to learn technology and implement "research-based" best-practices for technology use within 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.
  5. The school seeks to learn from the experience of other schools' successes in technology integration, and recognizes that colleagues learning from and with each other is an effective piece of professional development.

Infrastructure and Administrative Operations

  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.



Comments

I would suggest that the term "data-driven decision-making" is this year's vacuous term which suggests a lot but is actually quite ambiguous. To include this without an explanation of what exactly is implied seems like more jargon. A bit like "A school uses technology "to leave no child behind"." Are we suggesting that schools investigate solutions that allow for following each and every quiz/test and rubric? Are we suggesting that schools have solutions where everyone can see all activity instantly, with or without analysis? Are we suggesting that school administrators actually use a computer and have some familiarity with actual data before making decisions? Also, this section does not lend itself to talking about using technology for curricular use. It is labeled Administrative Operations and Infrastructure. Hardly the place for "data-driven decision-making". I suggest leaving that out. Kevin

I removed this language "data-driven decision-making" and "educational goals" in the infrastructure section, point #1 above. thanks, demetri.

Please note that in developing this page I borrowed several verb or adjective phrases from the NETS (in quotes above) and these would need to be reviewed for intellectual property compliance. (ignore the quotes when reading- they are not meant to imply emphasis, only to document borrowed language) -Demetri

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