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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.


PREAMBLE

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 therefore expected to respond to rapid changes in technology and to those changes that technology has made in today’s world. Technology provides These increasingly powerful tools and offers a variety of educational capabilitiesopportunities 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.

  • I removed "Technology in schools is most often defined as ..." because it ruined the flow and we later use "technology" in a context broader than schools. Any resulting ambiguity is helpful because it is inclusive of what may arrive next in schools. AT
  • Additions by Chris and Pamela
  • The other deletion suggested by Chris. CA

Leadership

  1. 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 "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. School leadership makes sustainable long-term plans for financing school technology commitments.
  7. The school recognizes that technology integration requires supported risk taking, significant planning, and alters the use of instructional time.
  • Do we achieve the same point, but without offending, by removing the word "senior"?yes, I agree - PL
  • I re-inserted the quotation marks, here and following, to remind us to find our own language. AT
  • Can we remove "significant planning" from #7? It seems to be the message of so many of the other principles, but I do like the balance and sound of the sentnece better if we keep it. AT
  • I worry about removing it - also would like to suggest purposeful planning. I have seen too much adhoc tech as many of us probably have. some kind of reference to planning I think should be included - PL
  • I removed "and alters the use of instructional time" from #7 and put it in #4 below. AT

Teaching and Learning

  1. Educators research, evaluate, and employ technology to support curricular goals and to 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 embrace collaborative, technology-enriched, project-based learning to prepare students to be lifelong learners within a global community.
  4. Educators recognize that technology can fundamentally tranform the nature of the relationship between teacher and learner and can alter the use of instructional time.
  5. Educators recognize that technology can create learning opportunities for students that would not otherwise be possible.
  6. Students use technology in the classrooom which supports curricular goals.
  7. Educators integrate meaningful technology across the curriculum to advance student literacy with information, media, numbers, and ethics and technology itself.
  8. The school educates students, teachers, and parents about the safe, healthy, ethical, legal, and appropriate use of technology resources.
  • #3 ended "within a global community". Does this phrase seem either misplaced or overused? If curricular goals were designed around global issues that is another thing, but I think this phrase is an afterthought or buzz word. AT
  • I agree with AT about the global community but tech does allow this kind of outreach uniquely, more so that nearly any other aspect of a school. - PL
  • I removed #6 and incorporated it into #1 by using "curricular goals" instead of "instruction." Can we really write a principle whose responsibility lies with the student? I think it is an indicator of a principle but not a principle itself. AT
  • Does ethics belong in both 6 and 7? AT
  • What do we mean about "numbers" literacy? Is that exclusively or primarily about technology? I worry about information and media literacy getting lost in a longer list. AT
  • I am not sure my paltry addition to #7 captures Chris' concern about technology curriculum.

Professional Development and Support

  1. The school recognizes that the single most important factor in technology integration is the a teacher's technology proficiency; therefore, the school includes technology integration as an essential topic of its professional development and provides the time and resources necessary for its delivery and follow-through. Pamela says: I'm not sure this is the message here exactly it's that the teachers' abiliy to teach well is the single most important factor in success and so the teacher's ability to embrace technology. There are teachers proficient with technology who are not good teachers. - PL --Yes, this does help. Thanks Demtri and Pamela. AT
  2. 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.
  6. The school provides adequate technology staffing and infrastructure appropriate for its size and operations.
  7. The school maintains and protects its data, network, and hardware with timely support and adequate safety measures.
  • I would like to merge this category with what's left of the next category and call it something like "Professional Development and Support" AT
  • #1 needs another word for "Factor" or an expansion of "teacher". Do we mean that the most important factor in technology integration is teacher proficieny? readiness? participation? support? AT
  • I combined #1 and #4 into one cause-and-effect principle. AT
  • I removed #5 because it states a best practice but certainly not a principle that we can expect all schools to adopt. AT
  • I ended this section with #2 from below and a combined form of 3 and 4 from below. AT
  • Demetri says: I think the new language of #1 changes the focus to technology proficiency which I don't believe is the most important factor in technology integration (I think it's the teacher's approach to education and time to try stuff). I'd like to reword this language. Other than this one point, I like the new 4.0
  • Albert agrees with Demetri. I think this is most improtant item to get right and it isn't yet.

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.

  • #1 seems so vanilla now that I deleted it. AT
  • #2 is revised and appears above in the previous section. AT
  • I combined #3 and #4 as the final principle above. AT
  • From Curt: The revised draft eliminates some unnecessary verbiage and is pleasantly leaner. The only deletion I question has to do with Administrative Operations. This aspect of K-12 IT takes an enormous amount of time, energy, and money at every school I know; the PGPs must acknowledge in some way that managing administrative/operational data well is a critical component of any school's technology efforts. I don't have a strong suggestion for where it should go if the entire category has been deleted, but the PGPs cannot focus solely on the curricular aspects of technology implementation.
  • Albert: I agree and regret the haste in removing it. Curt explains what I couldn't--this is exactly why we can't have a 13 item list--no other PGP touches so expansively on all areas of the school.

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